An epistemological approximation to motricity didactics from docent discourse and practice

Abstract

Motricity constitutes a central element within human being’s formation, located inside the sub-area of learning in the Chilean school curriculum of Physical Education. To know what kinds of approxi­mations are generated and mentioned inside this sector, their extents and relationships with different aspects and components of didactics, and hence with directed learning, becomes the central problematic component in this investigation. From investigation as such, one of the fundamental conclusions permits to establish that Physical Education corresponds to a determinist and mechanist model empowering convergent and parametrical thinking and subordination logics.