Socio-critical studies a nd/or critical pedagogies in Physical Education: in, of or from Latin America?

This paper examines the conditions of possibility of a critical pedagogy a nd/or socio-critical studies that are Latin American in origin. The study is based on a description of critical experiences in Physical Education from five different contexts in South America (Brazil, Argentina, Colombia, Uruguay and Chile). It analyzes the difficulties of typically Latin American socio-critical studies and/or critical pedagogies, which permits to advocate the dialogue, in th e fra mework of modernity, between the critical developments a bove and below the Equator.