Pedagogical practices in physical education with an intercultural approach for social inclusion

Abstract

This article analyzes the pedagogical practices implemented by Physical Education teachers from an intercultural perspective, aiming to promote social inclusion and respect for cultural diversity in school settings. The research was conducted using a quantitative approach with a descriptive and cross-sectional design. A structured survey was administered 140 to teachers in elementary and middle school institutions in Manta, Ecuador. The findings reveal significant differences in teachers' perceptions based on variables such as professional background, gender, and institutional type. Notably, Basic Education teachers who also teach Physical Education demonstrated a stronger appreciation for intercultural communicative and adaptive practices. The study also identifies challenges related to limited teacher training in interculturality and the lack of context-specific educational resources. These results highlight the need to strengthen intercultural competencies within Physical Education as a strategy to foster more inclusive, equitable, and culturally responsive educational environments.