The Cultural Curriculum of Physical Education and its Discursive Formation

Abstract

This article analyzes the cultural curriculum of Physical Education (CC) through Michel Foucault’s archaeology of knowledge, shifting the focus from the essence of the discipline to the historical conditions that enable its statements. Physical Education is understood as a discursive practice marked by curricular and political struggles, in which bodily practices (sports, dances, martial arts, gymnastics, and games) are approached as cultural productions. The CC redistributes subject positions (teacher as problematizer, student as interpreter and co-author), operates with concepts such as mapping, experiencing, code reading, resignification, and assessment, and articulates strategies such as thematization, problematization, deconstruction, curriculum-writing, and open planning. Grounded in ethical-political principles have a centrality to language and difference, strengthening the school as a public and democratic space.