PHYSICAL EDUCATION, CULTURE AND SCHOOL: FROM DIFFERENCE AS INEQUALITY TO ALTERITY AS POSSIBILITY
DOI:
https://doi.org/10.22456/1982-8918.8279Keywords:
Physical Education. Education. Prejudice. Gender identityAbstract
This study aims to comprehend how differences are signified and represented by students in Physical Education classes. It is an ethnography conducted in a State school in the municipality of Campinas, SP. Such an incursion led us to the understanding that the differences presented by the students constituted parameters to define inequality of opportunity, prejudices and sectarianisms. Thus, the understanding of differences was permeated by an amount of reductionism, as they perceived the “other” only through her/his most conspicuous characteristics, clouding the complexity of the cultural dynamics. Finally, we understand that it is desirable that differences be considered within the vision of alterity,aided by a cross-cultural perspective of education.
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