THE CONCEPT OF POST-CRITICAL CURRICULUM IN PHYSICAL EDUCATION: A GEO-PHILOSOPHICAL ANALYSIS

Abstract

The present study aims to problematize the concept of post-criticality in curricular uses in the field of Physical Education. To do so, we used theorizations arising from both the philosophical and educational fields, as well as their effects on the epistemological discussions of the aforementioned component. As a working method, we took as inspiration the concept of geophilosophy from the French philosophers Gilles Deleuze and Félix Guattari (DELEUZE; GUATTARI, 2010). At first, from its territorialization in the curricular field and reterritorialization in Physical Education, we highlight the conditions of immanence and the potentialities of the concept in question, and then deterritorialize it, pointing out the risks that accompany classifying thoughts. As a final reflection, we propose a radicalization of the differential process in curricular production, positioning all minority propositional creations in the scope of Physical Education as important for a fairer and less violent society, requiring the continuity of works that avoid reductionism and sectarianism.