ANALYSIS OF THE CURRICULAR AND PEDAGOGICAL COMPONENT OF SIX BACHELOR’S DEGREES IN PHYSICAL EDUCATION, RECREATION, SPORT AND / OR RELATED HIGH QUALITY, IN FRONT OF THE TEACHING PERCEPTIONS

Abstract

The processes of renewal of qualified register and educational quality accreditation of the higher education for the faculties of education in Colombia (MEN, 2014, MEN, 2013), consist of nine conditions that allow to verify the improvement, maturity and improvement of the curricular projects. Therefore, the academic programs recognized by the Ministry of National Education (MEN) with qualified registration and subsequently of high quality, are those that due to their formative importance are considered of excellence. Based on this, six undergraduate degrees recognized by the MEN were studied with high quality registration in the basic knowledge nuclei: education, sports, physical education and recreation (SNIES, 2018) The investigation was focused on the condition: curricular and pedagogical contents (MEN, 2014). This condition is addressed in order to identify the elements that make pedagogical, didactic and curricular decisions in the processes of renewal of qualified registration and high quality accreditation, in order to contrast them with the perception of teachers in relation to the aforementioned elements. This with the purpose of enriching the teacher training of graduates in physical education. The research was based on the qualitative approach (Cerda, 2011), which also methodologically developed the documentary research, and as a technique for the treatment of the data, it carried out the content analysis (Nino, 2011). The instruments for gathering information were: written texts (six curricular projects of the program) and semi-structured interview (Cerda, 2011) of teacher perception (twelve teachers). Therefore, according to the above, the most significant frequencies are presented according to the content analysis technique (Nino, 2011). In the first place, the following pedagogical, curricular and didactic elements were identified within the curricular proposals of the studied programs, namely: constructivist pedagogical model, meaningful learning, critical pedagogy, pedagogical-active curricular model, critical curriculum, experiential perspective, active didactic model, communicative didactic model, teaching style by solving problems. Secondly, the perceptions of the teachers interviewed are exposed, that is to say: • The constructivist pedagogical model bases the program but the traditional one is applied. • The active and communicative didactic model, constitute the planning of the classes but for the time of each session and the high content volume, the traditional, behavioral one is used. • Little knowledge interest of the pedagogical, didactic and curricular knowledge. • Huge knowledge in the discipline , placing pedagogical and didactic second. In conclusion, when elements and perceptions are related, it is noted that: 1) the theoretical construction of the projects are coherent in their configuration but, the teachers for the time of the sessions and high content volume mobilize their practices to more traditional ways that guarantee the fulfillment of the micro curriculums; and 2) in spite of being bachelor degrees and the formative actors in their majority teachers, the disciplinary knowledge of the physical education, sports and recreation predominates relegating to a second plane the methodological, pedagogical, curricular and didactic one in which to do daily.