To reinvent the physical education as social practice against a tradition of violence and exclusion

Abstract

This article aims to discuss the possibilities of physical education as school subject and field of study in contemporary processes from a critique of its prevailing modes. It starts from a historical verification that the physical education developed in Latin America, based on European and American canons, unconsidered the rich range of bodily possibilities from distinct countries of the continent. Supported by a theoretical basis grounded in cultural studies and history of curriculum, claims the attention to corporality as a possibility to resize the thought and the practice of physical education in the region. From this perspective the notion of dialogism, founded on the possibility of building a place in-between is essential to define the new parameters on which we can erect physical education against violence and exclusion characteristics of the continent.