The cultural curriculum of Physical Education and the rhizomatic perspective of knowledge

Abstract

The article problematizes the modern conception of knowledge adopted by traditional and critical curricular theories of Physical Education. As an alternative, it presents the rhizomatic perspective inspired by post-structuralism, which has influenced the cultural curriculum of Physical Education. In methodological terms, it interweaves conceptual arguments and fragments of reports on experiences of thematizing bodily practices drawn up by teachers who claim to put this teaching approach into action. It considers that the rhizomatic conception of knowledge, when coupled with the cultural curriculum of Physical Education, escapes the arboreal model of organizing knowledge, to propose a didactic approach that develops in multiple directions, without a fixed center or a centralized power structure.