Disability: Meetings and discounters in physical education (Review)

Abstract

The Venezuelan educational space has been undergoing changes in recent decades, which began with a new curricular model and, of course, with a new vision of the school. Due to the requirements of contemporary Venezuelan society, the need arose to carry out research focused on the inclusion of children with disabilities and the discriminatory function of the body over time. This is how the pedagogical practice of the Physical Education teacher must radically change in their educational work and base the class structure on inclusion to educate children from a pluralistic conception. In this article, a discourse was projected from disability as the integrality of the human being towards an emerging epistemology in Physical Education and its objective is to present the premises and criteria that allow the development of the process of social integration of the student in the educational field. The reinterpretation of the body in Physical Education was proposed as an inclusion space and the methodology of this research was inserted within an epistemological approach from a critical-reflective perspective.