La relación del método con el objeto de enseñanza en la escuela uruguaya ¿actividades acuáticas y/o natación?

Abstract

Background: Throughout history, the teaching of water activities in our country has gone through various methodologies. Issue that in several cases was and is usually explained in a restricted way, mainly depending on the physical contexts where they develop and in them, attending to issues related to the number of students and teachers, available materials, and infrastructure, leaving aside teaching, and the different methodological ways to implement it. Objectives: This qualitative study set out to know and understand the methodologies used by teachers who teach aquatic activities in physical education in public schools, in the eastern area of Montevideo, Uruguay. Method: The research used two procedures: first, it made twelve non-participant observations of the classes of four teachers in the pool (three each), second, four semi-structured and in-depth interviews were conducted (one with each teacher). Results: The conclusions of the study reveal how teachers conceive of teaching, almost synonymously, swimming and aquatic activities, showing the same ways of teaching when it comes to a different object of study. Regarding the methodological, the observed panorama is quite homogeneous, characterized by analytical proposals, typical of traditional methods for teaching the sport of swimming. It is also observed, the majority use of descriptive and explanatory techniques, where decision-making is closer to the teacher than to the student. Conclusions: The conclusions reveal how teachers conceive of teaching, almost synonymously, swimming and aquatic activities, showing the same ways of teaching when it comes to a different object of study.