La Educación Física en Chileun análisis de las creencias del profesorado de la enseñanza primaria y secundaria
- 1 Pontificia Universidad Católica de Valparaíso (Chile)
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2
Universidad de Granada
info
ISSN: 0104-754X
Año de publicación: 2014
Título del ejemplar: Movimento 20 anos
Volumen: 20
Número: 5
Páginas: 81-96
Tipo: Artículo
Otras publicaciones en: Movimento: revista da Escola de Educação Física
Resumen
This paper uses qualitative methods to analyze physical education teachers’ beliefs with regards to the social role that the discipline should perform. It identifies per-sonal, professional and institutional barriers to achieving this social role and considers proposals from the teachers to overcome these barriers. Three focus groups were creat-ed and 12 in-depth interviews were carried out. The methods of analysis employed were anchored in the perspectives of fragmentation and articulation, as expressed in “ground-ed theory”. The paper concludes that, for some teachers, a dichotomic relationship exists between a physical education that reproduces a traditional approach (linked to sports and physical condition) and some specific social stereotypes, while for other teachers this relationship is a complementary one. There is another perspective that suggests that physical education can help develop the ability among students to comprehend and transform social inequalities