Physical Education in schools and inclusion policies: between risk management and teaching
DOI:
https://doi.org/10.5212/PraxEduc.v.12i2.0008Abstract
This paper analyzes inclusion policies and physical education in schools within the perspective of Foucauldian studies on Education. Under such perspective, inclusion is nowadays seen as a mandatory public issue, being inserted in an intelligibility agenda that promotes the regulation of life in society and risk control for different individuals. The objective is to discuss other ways of looking at inclusion policies and physical education in schools, from the analysis of official documents. Genealogical research was developed, focusing on the discourses presented in the official documents which legitimate such policies. Results and conclusions indicate that physical education in schools and inclusion policies are entangled in the search for inclusion as the individuals’ risk management, disregarding aspects related to teaching.
Keywords: Physical education. Inclusion policies. Foucauldian studies.
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