Pinto, Heverton Eustaquio2025-12-092025-12-092025FARIA, Sávio Lima de. Educação física, desenvolvimento regional e sustentabilidade: um olhar sobre a compreensão dos docentes do município de Goiânia. Goiânia (GO), 2025. 107 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2025.https://repositorio.unialfa.com.br/handle/123456789/689This study analyzed how the pedagogical practices of Physical Education teachers in public schools in Goiânia aligned with the Sustainable Development Goals (SDGs) of the United Nations 2030 Agenda. The starting point was the question: Are the activities proposed in Physical Education classes truly integrated with the principles and targets of the SDGs? To answer this question, a qualitative approach was used, with a questionnaire administered to teachers working in the Goiânia Municipal Public School System. The data were systematized through thematic and frequency analysis. The results revealed that, although the importance of sustainability and SDG-related topics is recognized, most pedagogical actions are ad hoc, often intuitive, and lacking critical intent. Teachers reported practices involving health, well-being, diversity, the environment, and recycling, but demonstrated a lack of knowledge or partial mastery of the SDGs. Barriers were also identified, such as a lack of continuing education, scarcity of resources, and the absence of clear institutional guidelines. The conclusion was that Physical Education activities have the potential to align with the SDGs, but they do not yet constitute a systematic and structured practice. The study contributed to broadening understanding of the role of Physical Education in sustainable development and highlighted the need for specific teacher training and public policies that integrate the SDGs into the school curriculum across the board.ptEducação fisica escolarPráticas pedagógicasEscolas públicas