SOCIAL MARKERS OF DIFFERENCE AND CULTURAL PHYSICAL EDUCATION IN TEACHING PRACTICE: AN INTEGRATIVE REVIEW

Abstract

In the 19th and 20th centuries, Physical Education underwent significant epistemological transformations, culminating in the emergence of curricular proposals that view bodily practices as historical-cultural productions. Among these, Cultural Physical Education stands out; grounded in post-critical educational theories, it seeks to foster the recognition of differences and the development of individuals who are critical, socially conscious, and politically engaged. Objective: to analyze the social markers of difference present in scientific literature regarding the Cultural Curriculum in School Physical Education, published between 2019 and 2023. Methodology: this is a qualitative study conducted through an integrative literature review. Thirty-two publications were analyzed—selected from the School Physical Education Research Group (GPEF/USP) website and the CONBRACE/CONICE conference proceedings—with a final sample consisting of 20 articles in the pedagogical practice category. Analyses followed content analysis procedures. Results: the publications highlighted the problematization of markers such as gender, race, ethnicity, social class, religion, sexuality, body, and disability, thereby facilitating the deconstruction of prejudices and the valuing of diversity in bodily practices. Disability was the least addressed marker, indicating a gap in the literature. It is concluded that the Cultural Curriculum strengthens pedagogical practices committed to curricular justice, the recognition of differences, and critical development.