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dc.contributor.authorDoña A.M.
dc.contributor.authorVidal M.C.
dc.contributor.authorFierro A.A.
dc.date.accessioned2020-09-02T22:16:41Z
dc.date.available2020-09-02T22:16:41Z
dc.date.issued2012
dc.identifier10.4067/s0718-07052012000400002
dc.identifier.citation38, ESPECIAL, 13-26
dc.identifier.issn0716050X
dc.identifier.urihttps://hdl.handle.net/20.500.12728/4290
dc.descriptionThe following study is an attempt to summarize the different epistemological and professional approaches and perspectives of Physical Education as a subject in the schools curriculum. With this study, we defend the following theory in relation to the functions we think Physical Education should have in the different school institutions: it should be an educational work with an orientation towards reaching higher levels of social justice and it should also focus on children and teenagers' knowledge reconstruction (based on parallel and previous experiences) during school ages.
dc.language.isoes
dc.publisherUniversidad Austral de Chile
dc.subjectEducational paradigms
dc.subjectKnowledge reconstruction
dc.subjectPhysical education functions
dc.subjectSocial justice
dc.titlePhysical education functions in school: An approach focused on social justice and knowledge reconstruction [Las funciones de la educación física escolar: Una mirada centrada en la justicia social y la reconstrucción del conocimiento*]
dc.typeArticle


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