Curricular Perspectives for the Teaching and Learning of Physical Education applied to Leisure.

Abstract

The educational field presents various challenges that arise in these times of the knowledge revolution, given that its spaces and society demand new pedagogical attentions to address the complexity of the realities of the socio-educational fact in a general sense. Based on the educational proposal of UNESCO (1997), supported by some of the references expressed in the Locarno Declaration, an approach towards a new educational conception that takes into account transdisciplinarity, comprehensiveness and training of trainers is presented, from the socio-critical position, in the training of the Physical Education teacher in the university educational context. In the study some authors such as Morin, Freire, Ausubel, Jiménez, UNESCO were considered, in addition to various edges for the configuration of a transformative curriculum, in the action of the being that is formed and in the pedagogical action that it develops. Methodologically, the research focuses on the qualitative paradigm, through the theoretical method and through the analysis of documents and positions essentially supported by Martínez. The technique used was that of discourse analysis, which allowed knowledge and its interpretation to be approached. The main contributions of the research were reflected in that a curriculum in the teaching and learning process for an enriched and enriching pedagogical praxis enhances the pride and dignity of being a Physical Education teacher, with a positive impact on the educational environment and on society. . A curriculum that arouses the interest of the Physical Education Teacher through playful guidelines helps to encourage reflection, participation and motivation, facilitating the acquisition of new knowledge that provides meaning from the academic, human and sensitive aspects.