Comparative Study: Physical Education in Colombia, Chile, Spain, Portugal, Dominican Republic and Venezuela
Authors
Miguel González-Valeiro
Universidade da Coruña
[email protected] https://orcid.org/0000-0002-3993-8069Sirley Andrea Bustamante-Castaño
Instituto Universitario de Educación Física de la Universidad de Antioquia, Colombia
[email protected] https://orcid.org/0000-0002-8033-4646Beatriz Elena Chaverra-Fernández
Universidad de Antioquia
[email protected] https://orcid.org/0000-0002-1183-8488Lúcia Cristina Fonseca-Gomes
Universidade Lusófona de Humanidades e Tecnologias, Portugal
[email protected] https://orcid.org/0000-0002-3281-2877Rosa López-D'Amico
Universidad Pedagógica Experimental Libertador-Maracay, Venenzuela
[email protected] https://orcid.org/0000-0002-8091-7200João Filipe da Silva Figueira-Martins
Universidade de Lisboa, Lisboa, Portugal
[email protected] https://orcid.org/0000-0002-2540-6678Alda Marysol Reyno-Freundt
Universidad Metropolitana de Ciencias de la Educación – Universidad de Playa Ancha, Chile
[email protected] https://orcid.org/0000-0003-0754-7669Belén Toja-Reboredo
Universidade da Coruña, Spain
[email protected] https://orcid.org/0000-0003-4367-7719Henyer Ramón Zamora-Mota
Instituto Superior de Formación Docente Salomé Ureña, Dominican Republic
[email protected] https://orcid.org/0000-0003-1052-0598Detalles
Published
Abstract
This article presents a comparative study of Physical Education in terms of legislation, structure, curriculum, schools and teachers, in the countries within the framework of the Euro-American Network on Physical Activity, Education and Health (REAFES) with the characteristic of being Latin American countries and not Anglophone. An open-ended questionnaire is prepared following the indicators for quality education for Physical Education established by UNESCO based on the analysis of the results of the implementation of the “Global Survey on the Situation of Physical Education” (North Western Countries Physical Education Association, 2014). It is sent to experts in the field and answers are received from Colombia, Chile, Spain, Portugal, Dominican Republic and Venezuela. Surveys are analyzed by comparing each variable in each of the countries in order to obtain a deeper approach than if analyzed country by country. We emphasize the idea that in all the countries analyzed a structure, a curriculum and a teaching qualification are guaranteed (except for short-term cases within each one) that sufficiently ensures the minimum required for the development of quality physical education and, on the contrary, it is when establishing programs outside school hours (formal education), where there are greater differences in the intentions and wealth of activity programs outside these hours (informal and non-formal education).
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