Critical Physical Education: A fundamental approach to gender equality and educational inclusion in Chile

Abstract

Currently, different debates and discussions are taking place around social justice and the relevance of a critical perspective on education that contributes to the emancipation of students. Or in other words, to its possibilities to understand the ideologies that are behind the different hegemonic brands or senses in society, such as, for example, capitalism and patriarchy in Physical Education. In this sense, the objective of this article is to analyze the phenomenon of gender equality and educational inclusion in the subject, with emphasis on the situation in Chile. Thus, the mechanistic approach of the curriculum stands out as a barrier to social transformation, the passivity of teachers facing the problem and men as the main reproducers of that patriarchal culture. Finally, it is considered that the teaching staff must be rigorously trained in the subject and that they must differentiate the contents of the subject according to the social stereotypes that are associated.