Backgound: In Brazilian schools, we notice a certain hierarchy between the objectives planned by the disciplines presented in the classroom and those proposed by the Physical Education program or
practiced sports outside of the regular school schedule. Such ideology guides the school since its inception and it is pedagogically docked in modern assumptions that conceive the human body as
dichotomous from mind, and the movement as independent from thought. The Cartesian postulate “I think, therefore, I am” has contributed to society and modern science epistemologically during the
nineteenth Century, as well as it has been responsible for knowledge stratification in formal instruction institutions. The research submitted here aims to present a didactic proposal for Rhythmic
Gymnastics, as a mechanism that subverts the modern logic of conceiving the sport at school. For this, Gardner’s Theory help us when, based on the assumption of the singularity of each human being and
on the importance of conceiving the identity differences in the learning process, Gardner postulated the presence of nine kinds of intelligences in every human being: Linguistic, Spatial, Musical,
Interpersonal, Intrapersonal, Logical-Mathematical, Naturalistic, Existential and Corporal Intelligence. - Kinesthetic
Method: The methodology adopted had as typology an argumentative dissertation, what means, a bibliographic study, describing the documental analysis. We used as theoretical support the “Theory of
Multiple Intelligences proposed by Howard Gardner.
Results: Some information was presented: (1) he execution of mandatory physical elements, described in its punctuation code fosters the spatial temporal notion, laterality, body
image the general motor coordination and postural tone in those who perform it, promoting spatial and cognitive Intelligence, as it requires reflection and problems-solving skills (2), RG enables the
improvement of cardio-respiratory capacity, mainly anaerobic, muscle strength and flexibility, qualities that according to Gardner (2010) for development of Kinesthetic Intelligence (3) the musical
accompaniment during performance of the mandatory series promotes rhythm and cadence necessary for development of musical intelligence and (4) Linguistic and interpersonal intelligence is stimulated
through presentation in groups, since it requires dialogue, interaction and conflict resolution during series of mandatory training.
Conclusion:Our research showed that the rhythmic gymnastic could became a instrument that subverts the modern logic of conceiving the sport at school. It was clear that RG practice at
school shows a powerful instrument for stimulating several multiple intelligences, when, according to the assumptions proposed by Gardner, favouring body and movement entrance also in classroom and
in the various school spaces.