Didactic Transposition and Sports Education in the Physical Education of the Education System

Abstract

The objective of the text is to provide inputs that allow for a discussion of the concepts of didactic transposition and sports education in the Physical Education of the Educational System. The first one, the didactic transposition, can lead to an interpretation that considers, in a reductionist way, that the school field is a sort of mold where the wise knowledge has to pour its knowledge, which is nothing else than "the knowledge in a pristine state", supremely ignoring the epistemological and social conditions that make possible and condition its appearance, as well as the purposes and peculiar and specific needs of each field. Physical Education, after passing through biomedical and/or militaristic influences, seems to have adopted sport as wise knowledge, thus organizing its practices; this sport, moreover, seems to be strongly influenced by a logic clearly dependent on its aegis. If the school intends to generate processes of solidarity, grouping and cooperation over individualistic, meritocratic and hyper-competitive attitudes, and to overcome its naturalized socialization towards the search for definitively transformative processes, it will have to consider which are the motor situations to use and the pedagogical and emancipatory character of its proposal. This does not imply discarding sport; it is a matter of appropriating it, of resignifying and subverting it in accordance with the interests of the educational field and not in a critical and obscene way, and thus proposing school practices that lead to deliberate processes of sports education.