The Physical Education (PE) curriculum in the Chilean school system stands as a significant component in civic education (CE), given its potential to foster knowledge crucial for promoting active and democratic citizenship. Through an approach to its curriculum policy, this study aims to identify PE's curricular opportunities within the Chilean school system that contribute to CE from an active and democratic perspective. Employing a qualitative methodology, this case study examines the school curriculum designed for the subject of Physical Education and Health through a thematic analysis. The findings reveal nine thematic dimensions: characteristics of Active and Democratic Citizenship, Respectful Coexistence, Rights -Based Approach, Personal and Social Responsibility, Common Good, Active and Democratic Participation, Belonging to a Collective, Community Movement, and Democratic Motor Play. In conclusion, curricular opportunities within PE for CE, both disciplinary and cross -curricular, are distinguished, necessitating prioritization and strengthening throughout the educational trajectory. Additionally, the challenge emerges to broaden the PE curriculum's focus towards pertinent topics addressing current socio -educational issues and needs.