Learning difficulties in school Physical Education: inclusion, ableism and the denial of knowledge

Abstract

Analyzing learning difficulties in school Physical Education, especially within the context of inclusive education, requires overcoming approaches that interpret them as individual limitations of students. This study aims to discuss such difficulties in light of the historical-cultural theory developed by Lev Vygotsky, in articulation with the historical-critical pedagogy formulated by Dermeval Saviani and further developed by Newton Duarte. Based on a theoretical-critical approach, the study problematizes pedagogical practices in Physical Education that, even under an inclusive discourse, reproduce processes of exclusion, especially when grounded in superficial adaptations of activities, the centrality of bodily performance, and the reduction of learning expectations for students with disabilities. In this context, the presence of ableism is highlighted as a factor that contributes to limiting formative experiences and to the production of learning difficulties themselves. The study also discusses the importance of pedagogical mediation, intentional teaching, and access to the knowledge of body culture as fundamental conditions for promoting human development. Furthermore, it addresses the notion of equity and the use of assistive technology as strategies that, when articulated with consistent pedagogical practices, can expand possibilities for participation and learning. It is concluded that overcoming learning difficulties in inclusive Physical Education depends on strengthening the role of the teacher, valuing systematized teaching, and developing practices committed to critical and emancipatory education.