THE CONCEPT OF DIFFERENCES IN THE CULTURAL CURRICULUM FROM A POST-STRUCTURALIST PERSPECTIVE: AN INTEGRATIVE REVIEW

Abstract

This article sought to analyze how the concept of difference is understood and addressed in the Cultural Curriculum of Physical Education, taking as a reference the contributions of post-structuralist theories. To this end, an integrative literature review was carried out, analyzing eighteen articles published between 2019 and 2024, found in two important repositories in the field: the School Physical Education Research Group (GPEF) and the Proceedings of the Brazilian Congress of Sport Sciences (CONBRACE). After selecting the studies based on inclusion and exclusion criteria, the data were examined through content analysis and organized into two categories: post-structuralist foundations of difference and conceptions of differences in the Cultural Curriculum. The results showed that this curricular proposal breaks with traditional and homogeneous teaching perspectives, understanding difference as a discursive, relational, and political construction. It is concluded that the Cultural Curriculum values marginalized forms of knowledge, strengthens curricular justice, and recognizes the multiplicity of meanings of difference within the school context.