Divergencia en la priorización curricular planteada por el MINEDUC en los centros de práctica profesional de educación física de la Universidad Andrés Bello, Campus Casona
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Archivos
Fecha
2020
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La investigación se desarrolla siguiendo el paradigma cualitativo, generando una
Investigación de acción participativa y de corte transversal, con el objetivo de
analizar los factores involucrados y los resultados de la priorización curricular en los
colegios a los que los investigadores tenían acceso durante la práctica profesional
en la carrera de Educación Física en la Universidad Andrés Bello, Campus Casona.
Para recopilar información se utilizaron intervenciones mediante planificaciones
siguiendo los objetivos de aprendizajes priorizados por el MINEDUC a cursos en
clases online de séptimo básico y posteriormente, dos encuestas dirigidas a los
profesores y a los alumnos, respectivamente. Los resultados que fueron codificados
en tablas de forma deductiva, produciendo un análisis que consistió en que los
docentes encuentran acorde la priorización curricular formando un sesgo en la
actividad física interpretando que los coinvestigadores no tienen clara la priorización
ya que, está también cubre los ejes de vida saludable, liderazgo y autocuidado.
Además, se presentan diferentes relaciones con las respuestas adquiridas y la
teoría de Shirley Grundy, concluyendo que en las realidades exploradas predomina
el interés técnico del conocimiento dejando de lado los intereses prácticos y
emancipadores expuestos por Grundy. También las tablas arrojaron que existía una
polarización del uso de la priorización curricular, por un lado, se seguía de cerca la
priorización y por el otro se prioriza según los intereses del colegio y del profesor,
en ambos casos dando resultados de aprendizaje que tienen que ver con el
desarrollo de habilidades motrices, pero siempre siguiendo la línea de que debe ser
un espacio de distensión y oxigenación para ayudar a mejorar el estilo de vida de la
cuarentena.
The research is developed following the qualitative paradigm, generating a participatory and cross-cutting action research, with the objective of analyzing the factors involved and the results of the curricular prioritization in the schools to which the researchers had access during the professional practice in the career of Physical Education in the University Andrés Bello, Casona Campus. To gather information, interventions were used through planning following the learning objectives prioritized by MINEDUC to courses in online classes of seventh grade and later, two surveys aimed at teachers and students, respectively. The results that were coded into tables deductively, producing an analysis that consisted in teachers finding the curricular prioritization according to forming a bias in physical activity interpreting that coresearchers do not have clear prioritization because it also covers the axes of healthy life, leadership and self-care. In addition, different relationships with the answers acquired and the theory of Shirley Grundy are presented, concluding that in the explored realities the technical interest of knowledge predominates leaving aside the practical and emancipatory interest exposed by Grundy. The tables also showed that there was a polarization of the use of curricular prioritization, on the one hand the prioritization was closely followed and on the other is prioritized according to the interests of the school and the teacher, in both cases giving learning results that have to do with the development of motor skills but always following the line that should be a space of bloating and oxygenation to help improve the lifestyle of the quarantine
The research is developed following the qualitative paradigm, generating a participatory and cross-cutting action research, with the objective of analyzing the factors involved and the results of the curricular prioritization in the schools to which the researchers had access during the professional practice in the career of Physical Education in the University Andrés Bello, Casona Campus. To gather information, interventions were used through planning following the learning objectives prioritized by MINEDUC to courses in online classes of seventh grade and later, two surveys aimed at teachers and students, respectively. The results that were coded into tables deductively, producing an analysis that consisted in teachers finding the curricular prioritization according to forming a bias in physical activity interpreting that coresearchers do not have clear prioritization because it also covers the axes of healthy life, leadership and self-care. In addition, different relationships with the answers acquired and the theory of Shirley Grundy are presented, concluding that in the explored realities the technical interest of knowledge predominates leaving aside the practical and emancipatory interest exposed by Grundy. The tables also showed that there was a polarization of the use of curricular prioritization, on the one hand the prioritization was closely followed and on the other is prioritized according to the interests of the school and the teacher, in both cases giving learning results that have to do with the development of motor skills but always following the line that should be a space of bloating and oxygenation to help improve the lifestyle of the quarantine
Notas
Tesis (Profesor de Educación Física para la Enseñanza Básica, Licenciado en Educación)
Palabras clave
Práctica Profesional, Educación Física, Currículum, Estudiantes de Educación Física, Formación Profesional