Physical education as a tool to promote school coexistence

Abstract

The essay argues that, in an educational context marked by disconnection, violence, and lack of interest, school coexistence has become an urgent pedagogical priority that demands attention and transformation. In this scenario, physical education emerges as a privileged space for comprehensive human development, as it goes beyond bodily work to enable the construction of values, empathy, cooperation, and the peaceful resolution of conflicts—fundamental aspects for improving relationships among students.

Through the use of active methodologies, the physical education class is transformed into a space for responsible participation in which students assume a leading role in their own learning. By means of games and activities that promote dialogue, joint decision-making, and the management of rules, students practice listening, negotiation, respect for differences, and the regulation of their emotions. In this sense, the essay advances a renewed vision of physical education that transcends its merely curricular nature and positions it as a genuine engine of social transformation, capable of contributing to the construction of a more humane, just, and peaceful school.