Physical Education and social transformation: implications from a postmodern epistemology

Abstract

In this paper it is assumed the premise that knowledge and reality are both key concepts for social transformation due to the fact that any educational practice will be defended depending on how we understand and how we access to reality. From this premise, this paper shows two epistemological conceptions guiding the occidental tradition and informing our educational practices. Nevertheless, those belief systems are both epistemologically and ideologically problematic, so this paper also outlines a postmodern conception of knowledge which can compete with traditional views. Finally, five pedagogical implications from the postmodern view are showed in order to allow new ways of transformation for education, physical education and society.