Abstract

The Physical Education curriculum in Chile is the guiding letter that guides all public educational establishments in the country and consists of a central collection of expected learning that guides teaching in the national territory. In the same way, the School Integration Program provides guidelines for achieving the inclusion of all students, through general guidelines in accordance with global organizations that promote the inclusion of diversity at all levels of the educational system. Recognizing the importance of government guidelines, the aim of the study is to analyze written regulatory discourse considering global evidence, through the review of epistemological conceptions in which these guidelines are conceived and the relevance of the assumptions on which the main regulations that govern educational system in Chile are based. It is possible to find certain generic ideas that are barely contextualized to the reality of educational establishments, and a poor correspondence between the discourse, reality and current regulations, which reduce and often restrict the possibiliti es of educational centers to make decisions according to their contextual reality and particular needs of the educational community.