Physical Education at the initial level from a sociocultural approach

Abstract

The objective of this research is to characterize the progressive pedagogical practices in physical education at the initial level, seeking to describe, in the voice of the teachers: the social function that they assign to the area, the knowledge of body culture, the conception of play and the planning modalities that they propose. The methodological design is descriptive (Samaja, 1994), synchronous/transectional (Hernández Sampieri, Fernández Collado and Batista Lucio, 2006), with probabilistic sampling, of the simple random type (Ynoub, 2015) where up to now They have interviewed 50 teachers who are currently working in the education system (initial level). Progressive pedagogical practices (between innovation and transformation) in Physical Education at the Initial Level sustain that the curricular area promotes the right to play and the construction of the corporal identity of children as permanent axes of experience in encounters, establishing themselves as knowledge associated with body culture. The planning modalities are open, flexible, taking into account the word of the children and are articulated with the formative evaluation action; for this, they use as formats the logbook/expired planning and the physical education project.