Abstract

The aim of the study was to analyze the characteristics and specificities of Physical Education (PE) in the Chilean rural context. The methodology of the study is qualitative; eight teachers from four rural municipal educational establishments in a province of central-southern Chile were interviewed. Each interview lasted approximately 30 to 45 minutes and the participation of the teachers was voluntary. The treatment and analysis of the data was developed from an inductive logic of categorization. The results show that PE teachers in the rural context face difficulties due to the lack of infrastructure and sports materials, which highlights the need to improve these aspects in order to guarantee equitable education. Another relevant element to highlight is that evaluation in PE in rural settings goes beyond technical measurement, integrating the emotional and motivational progress of students. It is concluded that it is necessary to incorporate educational approaches that combine academic, personal and social development that promote meaningful and equitable learning.