(Physical) Education and “Epistemicides”: A Relationship Thought from a Decolonial Perspective

Thinking about the school institution, in general, and physical education, in particular (from a decolonial perspective) entails listening to the particular subjectivities of those who inhabit educational spaces and times and who have been marginalized by a modern and colonial epistemology that has thought about the educational processes from a certain universalism; which has caused certain educational epistemicides. This paper presents the results of a research program focused on the construction of school and educational experiences from the excluded subjects. Based on an interpretive approach and a qualitative methodology, the relational dynamics, the inclusion <> exclusion devices and the construction of the school are characterized from a historical and sociocultural perspective. It concludes that it is necessary to look at physical education from the school and the social context where it is deployed. The urgent need to consider the community as the gravitating axis of the educational work is sustained, and the relevance of dialogical learning is emphasized.