Abstract
The aim of this study is to discuss the process of exclusion resulting from curricular projects based on ready-made minority identities, in order to question the the naturalized majoritarian social representations in Physical Education. A qualitative bibliographic review technique was used, constituting a narrative review. The Google Scholar database was consulted, in the period between 2000 and 2021, using a Boolean indicator and descriptors in quotation marks. This study is justified by the fact that several didactic-pedagogical paths present in the literature disregard different subjectivities, experiences and differences existing within the differences, neglecting the construction of identities formed within the identity markers themselves. It is concluded that, by encouraging the coalition between various post-critical theories, it ensures the flavor of novelty and the fundamental revolutionary verve for solving identity problems and curriculum projects that seek to supplant any type of naturalizing fiction.
Keywords:
Physical Education; Intersectionality; Sexual and gender minorities; Social construction of gender