What approaches should be followed to promote a fair and equitable Physical Education? Reflections of Critical Pedagogy

Abstract

Critical Pedagogy (CP) represents a significant shift in the way we approach teaching in Physical Education (PE) classes, primarily through the interaction between knowledge production and social justice. Traditionally, educational processes have contributed to continuing processes of social reproduction, often increasing and generating situations of inequality and social injustice. Transformative learning challenges established practices within the dominant culture and conventional educational systems. CP is primarily concerned with overcoming social injustices and inequalities through the express collaboration of the educational system. Therefore, the fundamental objective of this article is to present the ten basic principles necessary to include and/or consolidate CP within PE. How important is Critical Pedagogy in social transformation? What successful experiences are known and have been successfully implemented? Does it truly enable inclusion in the classroom?

Keywords
Adolescents; Educational institutions; Physical Education; Critical Pedagogy