The finding of school failure in achieving a fairer society makes it necessary from the perspective of critical pedagogy to undertake substantial changes in disciplinary and disciplinarian curriculum models. Physical education is no exception; the configuration of its contents and methods significantly diverges from the democratic ideals of equity and diversity in the use of the body. Using this approach we explore the possibility of critical didactics as a transformative project for this subject: we examine the theoretical basis of a hypothetical process of de-disciplining, analyze the conditions that determine the question and assess its advantages and disadvantages.<\/p>\n\n