Curriculum theories, theoretical perspectives in physical education and implications for school teacher training

Abstract

The function of the teacher of physical education can be defined by the development, implementation and evaluation of programs that analyze, from the point of view didactic-pedagogic, games, sports, wrestling, gymnastics, dance, exercise, among others, with the intention of influence the student´s formation for democratic participation in society. However, this consensus dissolves when applied to the field of curriculum and teacher training. In the field of curriculum, despite the recognition that the schematization didactic-pedagogic makes up from cultural meanings and potential stimulation of the human organism that is present in the manifestations of the culture of movement; intentionality, curriculum organization and systematization of knowledge may differ considerably modifying the role of curricular component. Therefore, this paper analyzes aspects of the development of curriculum theories and relate them to theoretical perspectives in Physical Education. Then implications of this debate are related to teacher training.