Educación física: Referentes y nociones conceptuales del personal docente en Educación Primaria

The purpose of this study is to analyze the discourse of Physical Education (PE) and group teachers on the concept of PE, itspedagogical orientation, expected learning from students, and learning transfer, in a public primary school (EP-PUB) and a private school(EP-PRIV). The research was qualitative, developed from a case study: two teachers from each unit: one group teacher and one physicaleducation teacher in each school. The methods used were phenomenological and hermeneutic, supported by the analytical-synthetic andtheoretical-deductive approaches. In-depth interviews and bibliographical techniques were used as information-gathering tools. Theanalysis of the discourse was supported in the typologies and level of reflection postured by Viciana, Delgado and Del Villar (1997). Theresults highlight distant approaches to established definitions of reference among actors in public and private primary education. Theirspeeches indicate partial and barely explanatory attributes when compared to those raised at the national level for Mexico by theSecretary of Public Education (SEP) and in the international context by the United Nations Educational, Scientific and CulturalOrganization (UNESCO). However, in the speeches it is possible to detect partial similarities with standards close to the currentperspectives and pedagogical orientation of PE; at present, there is the need to respond to the paradigm of the multidimensional humanbeing in the process of building their life, and PE supports the integral line of well-being and its development in different contexts. El propósito de este estudio es analizar el discurso del profesor de Educación Física (EF) y del profesor de grupo, sobre elconcepto de EF, su orientación pedagógica, aprendizajes esperados y la transferencia de aprendizajes, en una escuela primaria pública(EP-PUB) y una privada (EP-PRIV). La investigación fue de carácter cualitativo a partir de un estudio de casos: dos docentes de cadaunidad de observación: un profesor de grupo y otro de educación física en cada escuela. Los métodos utilizados fueron el fenomenológicoy el hermenéutico, con apoyo de los analítico-sintético y teórico-deductivo. Como técnicas de acopio de información se utilizaronentrevistas a profundidad y bibliográficas. El análisis del discurso se sustentó en las tipologías y nivel de reflexión planteados por Viciana,Delgado, y Del Villar (1997). Los resultados destacan planteamientos distantes a las definiciones establecidas de refere