The Role of Teachers in Physical Education for a Transformational School Sport. An Emancipatory Perspective

Abstract

The purpose of this article is to analyze the formative potential of reflective teaching as a guideline for transformative learning in school sports for emancipation. Content analysis with hermeneutic orientation was used in its construction. The need for a professional performance that considers reflection as a means for meaningful learning in personal and social reality requires reflective teaching. This encourages the active participation of students in the construction of knowledge, with an emancipatory perspective as a response to the reproduction of hegemonic practices. By adhering to a social, collective project, of all and for all, teachers commit themselves to systematically problematize their own performance with an investigative orientation. Thus, they move from superficial knowledge to deep knowledge with the purpose of favoring harmonious social integration in order to transform the environment to a qualitatively superior state. In fact, the design of teaching implies a care that makes possible the healthy conformation of the personality and thus expand the knowledge in the system of collective activity. However, research is needed to concretize didactically, reflective learning from the principles of critical pedagogy.