Physical Education for inclusion. An Epistemological and Socioeconomic Perspective

Abstract

The essay aims to problematize the epistemological concepts of inclusive education, linking corporality, its conceptions and movement as a central axis in the development of physical education and how, from the diversity of bodies and movements, one is in the world. This will be followed by some insights into how physical activity for all plays a key role in achieving pecuniary and non-pecuniary benefits for students and their families and the potential socio-economic consequences for the inhabited place and the national context; to then conclude with the various political cultural conceptions of what difference and diversity mean in the physical education class. The main conclusions point to the recognition of the conceptions of normality and difference as assumptions that bias and perpetuate inequalities in the subject of physical education and in educational systems.