School and Physical Education in the Context of Competence-Based Teaching. Genealogical Reflections from Critical Pedagogy
Noting the large theoretical and practical productivity regarding competence-based teaching in the field of physical education and other disciplines, the author examines the ideology embodied in this model. The article tries to address this through a critical and genealogical analysis of the concept...
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| Formato: | artículo |
| Fecha de publicación: | 2011 |
| País: | España |
| Recursos: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositorio: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/6231 |
| Acesso em linha: | http://hdl.handle.net/10952/6231 https://doi.org/10.12800/ccd.v6i18.43 |
| Access Level: | acceso abierto |
| Palavra-chave: | Competences Curriculum Competencias Currículum Educación física Neoliberalismo Hegemonía Neoliberalism Physical education Hegemony |
| Resumo: | Noting the large theoretical and practical productivity regarding competence-based teaching in the field of physical education and other disciplines, the author examines the ideology embodied in this model. The article tries to address this through a critical and genealogical analysis of the concept from a broad perspective that addresses this discipline as an element in building curriculum. According to the genealogical analysis, the concept of competition is redefined, not by technical variables, but by econometric and political variables that allow a different value to that provided by the material for didactic consumption. It highlights the neoliberal ideology that encourages this teaching model as well as the limited contribution it makes for a fairer school and for making the school more just, more respectful of cultural diversity, and more committed to a critical and reflective education above the interests imposed by instrumental reasoning and, specifically, economic reasoning |
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