This research aims to study the relationship between teaching and research in the training of Physical Education teachers. Thus, having as theoretical support concepts of Theodor Adorno and Paulo Freire, we reflect on the following question: what are the perspectives that we can point to a formative imbrication between teaching and research in the formation of Physical Education teachers? Thus, we have as general objective: to discuss the perspectives for a formative imbrication between teaching and research in the formation of Physical Education teachers. As specific objectives, we intend to: 1) Understand the way some documents of Education and Physical Education approach research and teaching. 2) To investigate from the historical point of view the constitution of the scientific field of Physical Education and the relationship between research and teaching in the area. 3) Discuss the meaning of the formative action and the social function of the teacher trainer / researcher. 4) Point out perspectives for training for research in Physical Education from the contributions of Theodor Adorno and Paulo Freire. Regarding the methodological procedures, regarding the type of research, it is a theoretical study, which uses a specialized bibliography related to the object to deal with the issue, as well as selected documents that characterize a certain empirical contribution. We use content analysis as a data analysis technique. We conclude that semiformation has entered the initial formation of Physical Education teachers from historical and contemporary mechanisms, a fact that delayed the intellectual production of the area. As ways to overcome this scenario of semiformation, we point out the need for teacher / researcher training to take place in dialogue with the political, ethical / human, technical / scientific and cultural aspects of training. Finally, we point out two perspectives that we can consider for the deepening of an education for emancipatory research in the training of Physical Education teachers, which are: to recognize that research requires the accumulation of theoretical and methodological foundations that enable a real investigation and interpretation of phenomena. , and consider that research training needs to form subjects capable of thinking and producing concepts beyond the appearance and ideological coercions of the capital world.
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