Cultural factors currently affecting inclusive practice-South America
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2019-12-06
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Mauerberg-deCastro, Eliane [UNESP]
Campbell, Debra Frances [UNESP]
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Despite economic and cultural diversity within each of the twelve countries and three regions of the South American continent, a common understanding of human rights policies guides the wider educational system, and, consequently, favours the inclusion movement in schools - in theory. The uniqueness of each country and even regional contrasts (e.g., Brazil, Uruguay, Chile, to name a few) are determinant factors as to whether effective inclusion in schools - successful school achievement - even exists. Perceptions of societal values (e.g., people’s attitudes and stereotypes) and institutional responsibilities (e.g., school policies and educators’ competencies) are deeply affected by the domination of 21st-century globalization and the technological ecosystem. Practices of inclusion in physical education (PE) are challenged by media-culture constraints (e.g., an epidemic state of obesity and physical inactivity in children and youngsters, body image distortions accompanied with an obsessive pursuit of the ideal body aesthetic) along with historical and cultural factors. Still, the modernization of resources and international accessibility to information are potential allies to inclusive practices and can have positive outcomes in the areas of development, rehabilitation, health and personal empowerment, to name a few.
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Inclusive Physical Education Around the World: Origins, Cultures, Practices, p. 160-172.