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This study seeks to understand what has been researched, the main interpretations, thematic knowledge and the places occupied by the curricular component of Physical Education in the Youth and Adult Education (YAE). For that, the search was carried out in journals belonging to the area of Physical Education, with strata A2, B1 and B2. With this review, it is possible to understand that Physical Education in the YAE still follows a path where the thematized knowledge is related to a Sports-based Physical Education or based on physical fitness focused on health, proposals that do not seem to dialogue with the premises of YAE. However, we also point to recent experiences that point to reflection on the proposition of Physical Education in YAE and how it can contribute to the thematization of the realities experienced by YAE subjects, seeking to be guided by the struggle for dignity, emancipation and the repair of rights that have been given to them denied. [ABSTRACT FROM AUTHOR]

This study seeks to understand what has been researched, the main interpretations, thematic knowledge and the places occupied by the curricular component of Physical Education in the Youth and Adult Education (YAE). For that, the search was carried out in journals belonging to the area of Physical Education, with strata A2, B1 and B2. With this review, it is possible to understand that Physical Education in the YAE still follows a path where the thematized knowledge is related to a Sports-based Physical Education or based on physical fitness focused on health, proposals that do not seem to dialogue with the premises of YAE. However, we also point to recent experiences that point to reflection on the proposition of Physical Education in YAE and how it can contribute to the thematization of the realities experienced by YAE subjects, seeking to be guided by the struggle for dignity, emancipation and the repair of rights that have been given to them denied. [ABSTRACT FROM AUTHOR]