Pedagogic analysis of the curricular contents in the Physical Education teacher training study programs in Chile in the light of Motor Praxeology

Abstract

Our research presents from an epistemological approach, the study of the official institutional curricular designs (DCI) of the training programs for Physical Education teachers in Chile, with the purpose of identifying and analyzing the presence of subjects and descriptors that include specific contents of this discipline. Qualitative-quantitative techniques applied to the framework of the content analysis method have been used. The criteria, parameters, classifications and terminology supporting the task are those proposed by Motor Praxeology, defined as the “Science of motor action and especially of the conditions, operating forms and of the results and application of such motor praxis”.
Motor Praxeology is a science that intends to make a coherent and holistic study of the relevant data emerging from the observation and analysis of the actors involved in a physical activity. It pays attention to the essence of these activities from a systemic structural paradigm taking into account those distinctive and relevant aspects of the internal logic of a motor situation, thus departing from all mechanicist and decontextualized conceptions of Traditional Physical Education. From this perspective the variables and categories that include and link the specificity contents of Physical Education were built taking into account current standards for the structuring of teacher training programs as well as the principles of Motor Praxeology. In the final part of the research a chapter of conclusions is included on the basis of the interpretation of the obtained data.