JUMPING WALLS, ENCHANTING SCHOOLS: PARKOUR AS A BODILY PRACTICE OF RESISTANCE AND COUNTER-HEGEMONIC PEDAGOGICAL METAPHOR IN SCHOOL PHYSICAL EDUCATION

This essay proposes a reflection on Parkour as a bodily practice of resistance and a counter-hegemonic pedagogical metaphor in School Physical Education (SPE). In dialogue with the Brazilian National Common Curricular Base (BNCC), we discuss the political and pedagogical meanings that emerge from thematizing Parkour as an urban practice of overcoming obstacles. We argue that Parkour, more than a bodily technique, functions as an educational provocation, challenging normative curricular logics, bodily hierarchies, and traditional conceptions of teaching. By reclaiming the potential of the moving body as both language and critique, we contend that practices such as Parkour can enchant School Physical Education by expanding horizons of invention, calculated risk, and teacher-student autonomy. In times of exhaustion of traditional models, reflecting on Parkour as a political-pedagogical gesture also means opening pathways toward a more creative, inclusive, and contemporary school.