TEACHING PHYSICAL EDUCATION IN TRANSITIONAL GRADE

Abstract

The school is fundamental and decisive in establishing and developing teaching processes adapted to the current reality of educational institutións. These processes contribute in a practical and funtional way, by developing pedagogical strategies tailored to the social and cultural needs of the educational community. The policies and guidelines of the Ministry of National Education (MEN) regarding Physical Education for transition grades are generally subject to the Basic Learning Rights (DBA), along with other curricular dimensions for early and preschool education (MEN, 2017). These guidelines refer to three overarching general purposes and the pedagogical orientations outlined in MEN Document No. 15. Meanwhile, multiple difficulties can be observed in literacy processes, failures in logical-mathematical reasoning, poor motor skills, and challenges in the socialization processes of some children. Scientific evidence shows that bodily movement is an exceptional enhancer that can contribute to addressing each of these aforementioned shortcomings. Therefore, this essay aims, through a review of various authors, to determine the similarities and differences regarding the ideal role of the Physical Education teacher, adjusted to the needs and demands of the modern world. It also invites deep self-reflection on the successes and shortcomings related to the professional responsibilities of Physical Education teachers. In conclusion, the empowerment of teachers, along with the role of adults and parents responsible for the children, plays a fundamental role in contributing to the holistic development of every child under their care and guidance. This responsibility includes enabling and facilitating their developmental processes in an appropriate manner.