Corporeidad y educación física: tensiones en el escenario educativo

Objective: The current article deals with the difficulties derived from the body and its assessment in education systems. Methodology: In the epistemological field, and in a critical way, we will reflect about the debt that education has with the deep comprehension of corporeality and its different processes. Results: It will be confirmed that the corporeality dimension is not sufficiently taken into account in the preparation of study plans in national curricula. The corporeality category still percolates in structures from the past, being conceived as an organic moment subsequent to the thought appearance. There are no felt efforts in education which would allow for the inclusion of corporeality in the knowledge building processes, hence the frequent physical arrangement observed in education systems. Final considerations: In the middle of the 21st century, we are still working with educational categories and conceptions from the 19th century. Besides establishing critical ideas in relation to the current situation, our interest in the current analysis is focused on outlining proposals for increasing the value of corporeality in the educational processes. Namely, playing, organic narration, corporeal prolepsis (among other aspects).