Análisis de las orientaciones pedagógicas de los profesores de Educación Física de Ceará, Brasil

• Published in: Retos (Madrid) 2024-01, Vol.61, p.979
• Main Authors: Franchi, Kristiane, Antonio Ricardo Catunda de Oliveira, Elvio Rubio Gouveia, Gonzalez, Ricardo Hugo, Marques, Adilson
• Format: Article
• Language: eng ; spa
• Subjects: Physical education; Physical Education Teachers; Primary Education; Social Responsibility; Teachers
• ISSN: 1579-1726; 1988-2041
• DOI: 10.47197/retos.v61.107173

Value orientations refer to an ethical or ideological direction that influences the teacher's behaviour, decisions and choices, and are usually presented implicitly. The various educational orientations are reflected in the objectives of curricula, the expectations of students and the form of planning. This study aimed to analyse the educational orientations (EO) of school PE teachers in the state of Ceará in Brazil and the relationships between gender, experience, training and context in the challenges of local reality. This was a cross-sectional, observational study. The VOI-SF was used to characterise EO with 209 teacher respondents (131 men, 79 women), 48.6% with specialisation beyond graduation, 56.2% with experience between 7 and 25 years, the majority working in Primary Education I and II. Multiple prevalences of EO were identified, with positive associations between Disciplinary Mastery and the Learning Process, and between Social Responsibility, Self-Realisation and Ecological Integration. There were no statistically significant differences in EO according to gender, region, academic qualification, length of time in the profession or teaching cycle. This study highlights the diversity of educational orientations among Physical Education teachers in Ceará. The similarity in responses suggests a uniformity in educational preferences, which calls for reflection on pedagogical beliefs to adapt practices for contextualised and relevant Physical Education.