Análisis del desarrollo curricular de la Educación Física en la Enseñanza Secundaria Obligatoria: Comparación de los currículos autonómicos (Analysis of curriculum development of Physical Education in Secondary Education: Comparison of regional curricula)
DOI:
https://doi.org/10.47197/retos.v0i31.42577Keywords:
Currículo, Educación Física, LOMCE, Comunidades Autónomas, Enseñanza Secundaria Obligatoria (Curricula, Physical Education, Autonomous Communities, Compulsory Second Education)Abstract
Tres fueron los objetivos de esta investigación: a) analizar el desarrollo curricular autonómico a partir del RD 1.105/2014 que establece el currículo básico de Educación Secundaria Obligatoria (ESO) en relación a la Educación Física (EF), b) comparar la carga horaria asignada a esta asignatura, y c) examinar las diferentes posibilidades que los currículos autonómicos han contemplado para incrementar la actividad física (AF) de los estudiantes en horario lectivo. Se realizó un análisis comparativo y cualitativo de las 15 normativas curriculares autonómicas disponibles. Los resultados muestran una elevada disparidad entre las autonomías en la manera de abordar los elementos curriculares. La catalogación de la EF como asignatura específica ha provocado serias divergencias, principalmente en los contenidos. Pese a las reiteradas reivindicaciones de los docentes y profesionales de la salud, la carga horaria se ha mantenido inmutable en relación a las leyes anteriores: dos horas semanales. Con todo, la consideración de propuestas en el marco de las asignaturas de libre configuración autonómica podría representar una vía eficaz para el incremento de la AF en los centros educativos.
Abstract. The present research work has three main goals: a) to assess curricular development of RD 1105/2014, which establishes the basic curriculum in compulsory Secondary Education, in relation to Physical Education; b) to compare credit hours of this subject by Autonomous Community; and c) to examine the different curricular strategies that each Autonomous Community has taken into consideration to increase students’ physical activity levels within the school context. A comparative, qualitative analysis was carried out to assess 15 Spanish Autonomous Communities’ curricula. Results showed high disparities among Communities. The fact that Physical Education has been stated by law as a specific subject has led to sharp differences, mainly in terms of contents. Despite education and health professionals’ recurrent demands for change, physical education credit hours have remained unaltered: 2 hours per week. However, the consideration of different proposals within the new free-configuration autonomous subjects framework could represent an effective strategy to increase physical activity in educational contexts.
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