Cooperative learning as an alternative to inclusion in Physical Education

Abstract

The work constitutes a theoretical and practical approach to the issue of the inclusion in the area of physical education, from an epistemological analysis, arises the debate about the value of this field that becomes key in forming citizen of the boys and girls. The educational potential of Physical Education is argued to be the only discipline of curriculum in which the child can express fully their volitional and motor, intellectual, affective development which creates special conditions for a truly inclusive and developer influence. Presents the theoretical arguments that demonstrate that the field of physical education can become a space of exclusion and segregation or on the contrary, a space of inclusion where respect and heed diversity, understood as richness of mankind Finally there is one experience of training  of  teachers  of  physical  education in exercise  are  presented  the  methodological  and  theoretical  arguments  for  the  benefits  of  cooperative  learning  in physical education, exemplifying with activities and cooperative games that were assimilated and applied creatively by teachers, creating inclusive spaces where the respect and attention to diversity became apparent.