Pedagogic conceptions of Physical Education: concepts of difference and inclusion

Authors

  • Telma Adriana Pacífico Martineli State University of Maringá image/svg+xml
  • Keros Gustavo Mileski UEM - Universidade Estadual de Maringá FACINOR - Faculdade Intermunicipal do Noroeste do Paraná

DOI:

https://doi.org/10.5212/PraxEduc.v.12i2.0006

Abstract

The aim of this paper is to analyze the pedagogical theories of Physical Education and, from its presuppositions, understand their conceptions of man, concepts of difference and inclusion relating to these conceptions. This is a theoretical study that uses reference works of the area and classical works that substantiate these conceptions. We understand that difference and inclusion, implicit in those concepts, are conceived from biology, culture, communication and work, and that teaching practice is oriented for distinct purposes and perspectives. We conclude that it is necessary to move beyond the explanations of difference and inclusion in order to recover the work as a central category, of which the explanation is based on social inequality and the need for new and transformative educational practices beyond the ones disseminated in contemporary social and educational policies.

 

Keywords: Difference. Inclusion. Pedagogic conceptions of Physical Education.

Author Biographies

  • Telma Adriana Pacífico Martineli, State University of Maringá
    Professora do Departamento de Educaçao Física da Universidade Estadual de Maringá. Doutora em História e Historiografia da Educação.
  • Keros Gustavo Mileski, UEM - Universidade Estadual de Maringá FACINOR - Faculdade Intermunicipal do Noroeste do Paraná

    Professor do Departamento de Educação Física da FACINOR. Doutorando no Programa de Pós-Graduação em Educação da Universidade Estadual de Maringá.

     

Downloads

Published

2017-07-06

Issue

Vol. 12 No. 2 (2017): Dossiê: Educação Física escolar no contexto da inclusão e diferença

Section

Dossiê: Educação Física escolar no contexto da inclusão e diferença

License

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Pedagogic conceptions of Physical Education: concepts of difference and inclusion. Práxis Educativa, [S. l.], v. 12, n. 2, p. 395–413, 2017. DOI: 10.5212/PraxEduc.v.12i2.0006. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8827. Acesso em: 30 apr. 2026.

Most read articles by the same author(s)