PHYSICAL EDUCATION AS A VEHICLE FOR SOCIAL INTEGRATION

Abstract

Colombian education faces challenges related to social inequality and educational exclusion, particularly among students with special educational needs. Although policies and regulations promote inclusion, significant barriers continue to limit the full participation of these students within school environments. In this context, Physical Education emerges as a pedagogical setting with strong potential to foster social integration, emotional development, and positive coexistence through cooperative, recreational, and sports-based activities that strengthen interpersonal relationships and students’ sense of belonging. The objective of this study was to create shared learning environments through emerging pedagogies in Physical Education classes to promote student integration and inclusion. Additionally, the research sought to interpret teachers’ perceptions regarding the capacity of Physical Education to generate inclusive spaces and to determine the relationship between emerging teaching strategies and educational inclusion. The study was conducted using a qualitative approach within an interpretive paradigm and employed Grounded Theory as its primary research method. Semi-structured interviews were used as the data collection technique and were administered to three Physical Education teachers from José María Córdoba Educational Institution in Tauramena, Casanare, Colombia. Data were analyzed through coding and interpretative procedures applied to the participants’ narratives. The findings revealed a highly significant relationship between Physical Education and processes of social inclusion and integration. The results indicate that physical, recreational, and cooperative activities strengthen school coexistence, participation, and equal opportunities. It is concluded that Physical Education constitutes an effective pedagogical tool for promoting inclusive educational environments and supporting the comprehensive development of all students.