Publicación: La asignatura de Educación Física entre 1923 y 1970. Valoración y perspectiva de género
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2019-11-24
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Atribución-NoComercial-SinDerivadas 4.0 Internacional
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Universidad Nacional de Educación a Distancia (España). Facultad de Educación
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El trabajo de investigación trata de responder a dos preguntas centrales: ¿a qué se debe el menosprecio de la Educación Física en el conjunto de la formación escolar primaria y hasta qué punto podemos afirmar la existencia de una diferenciación por razón de género en la Educación Física? Las preguntas aluden a dos preocupaciones docentes: el menor valor concedido a la Educación Física dentro del proyecto de educación integral de la educación primaria y los estereotipos de género manifestados por los propios estudiantes. Ambos elementos son constatados en la realidad educativa desde la perspectiva del docente, pero considerábamos necesario indagar en los dos aspectos desde una perspectiva investigadora y académica. Nuestro interés por el enfoque histórico nos conduce al estudio de la Educación Física, como asignatura, desde 1923 hasta 1970, es decir, en regímenes dictatoriales y republicano. Para todos ellos fue una herramienta de transmisión ideológica que gozó de una mayor o menor aplicación práctica en la escuela por los maestros y maestras de la época. ¿Qué valor se le otorgaba a la Educación Física en los planes educativos? ¿Qué estereotipos de género se experimentaban dentro de la teoría y la práctica de la Educación Física? Las preguntas se abordan realizando una revisión y análisis de diversas fuentes documentales relativas a la educación física, en distintos niveles y con diversos actores y receptores: la legislación y publicaciones gubernamentales de la época, el curriculum de educación primaria, los planes de estudio del magisterio y los manuales escolares más representativos de la época.
The research paper tries to answer two central questions: to what do we owe the underestimation of Physical Education in primary school education and to what extent can we affirm the existence of gender differentiation in Physical Education? These two questions allude to two teaching concerns: the lower value granted to Physical Education within the comprehensive primary education project and the gender stereotypes expressed by the students themselves. Both elements are verified in the educational reality from the perspective of the teacher, but we considered it necessary to investigate both aspects from a research and academic perspective. Our interest in the historical approach leads us to the study of Physical Education, as a school subject, from 1923 to 1970, that is, in dictatorial and republican regimes. For all of them it was an ideological transmission tool that enjoyed a greater or lesser practical application in school by the teachers of the time. What value was given to Physical Education in educational plans? What gender stereotypes were experienced within the theory and practice of Physical Education? These questions are addressed by reviewing and analysing various documentary sources related to Physical Education, at different levels and with different actors and receivers: legislation and government publications of the tie, the primary education curriculum, and the most representative school textbooks of the time.
The research paper tries to answer two central questions: to what do we owe the underestimation of Physical Education in primary school education and to what extent can we affirm the existence of gender differentiation in Physical Education? These two questions allude to two teaching concerns: the lower value granted to Physical Education within the comprehensive primary education project and the gender stereotypes expressed by the students themselves. Both elements are verified in the educational reality from the perspective of the teacher, but we considered it necessary to investigate both aspects from a research and academic perspective. Our interest in the historical approach leads us to the study of Physical Education, as a school subject, from 1923 to 1970, that is, in dictatorial and republican regimes. For all of them it was an ideological transmission tool that enjoyed a greater or lesser practical application in school by the teachers of the time. What value was given to Physical Education in educational plans? What gender stereotypes were experienced within the theory and practice of Physical Education? These questions are addressed by reviewing and analysing various documentary sources related to Physical Education, at different levels and with different actors and receivers: legislation and government publications of the tie, the primary education curriculum, and the most representative school textbooks of the time.
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educación física, educación física femenina, gimnasia, dictadura, II República, Primo de Rivera, planes de estudio del magisterio, formación de maestros, manuales escolares, physical education, Second Republic, gymnastics, dictatorship, girls´physical education, primary education curriculum
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Facultad de Educación
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Historia de la Educación y Educación Comparada