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Bogota D.C., Colombia, South America
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The Bachelor’s Degree of Physical Education at Universidad Pedagógica Nacional is one of the core programs that make up our Faculty with the same name.
This program is known as Curriculum Bachelor’s Degree in Physics Education Project (PCLEF) aimed at training professional teachers to this field of knowledge.
Several studies about body in contemporary society have different purposes and meanings linked to Physical Education as an educational area. Being consistent with the institutional nature (pedagogy) as a training perspective, the curriculum project of this Bachelor’s Degree is both learning to live within the scope of human means and self-care.
Pedagogy as a reflection upon educational action involves a focused perspective of education. Its nature involves a vast determination, a conception of a human and social development project, and a systematic set of actions based on a knowledge socially constructed.
Pedagogy is a conceptual build-up supported on ethical-policy basis and related to human being, society and social relationships, which are projected onto pedagogical actions by giving specific purposes and directing toward projects of human and social development.
The concept of pedagogy, according to the group (Federicci, 1995) refers to a set of philosophical statements guiding the teacher’s profession. From this view, teaching rather than describing or prescribing specific ways of action in education (a more typical task of didactics), it is a discourse to recognize and assign meaning to the role of the educator. This sense may be traced hermeneutically by rebuilding the cultural perception and joined to purposes of the educational actions involve nature and duty of the education itself.
Pedagogy contains three general ways or dimensions: hermeneutics, critical and proactive functional. The first has a purpose, which is not a prediction or control of educational activity but understanding phenomena, significances and meanings of involved players.
In that way it is a critical reflection regarding the implemented status, which shows procedures, relationships and practices of power that prevent or promote the development of human potential, but also proposes educational alternatives and developments with a transforming action, i.e. a critical-projective dimension. The third dimension joins the technical grounds in order to organize educational activities with efficiency criteria according to the purposes based on the above two.
Hermeneutical approach to discipline
The body practice and its relevant relationship to the development of human potential based on a conception of man and sociocultural unit body construction is the main axis of analysis.
Traditionally the process of training professionals at the national level has been the ruling program.