Feminist research and collaborative self-study: Decolonial pathways in Physical Education

Abstract

A persistent misalignment remains in Brazilian Physical Education (PE) between academic production and the everyday challenges of school contexts, particularly with regard to the disengagement of girls and marginalized bodies from classes. This situation, shaped by relations of gender and coloniality, underscores the urgency of research that does not merely describe exclusion, but actively contributes to transforming it in collaboration with those involved. In this article, we explore possible pathways for the development of feminist and decolonial research grounded in collaborative self-study, understanding it as a methodological practice that decenters academic authority, values situated narratives, and brings visibility to voices that have been historically silenced.