Construcción socio-política de una vocación docente dirigida a la transformación social: el caso de la pedagogía en el campo de la educación física

Abstract

Does it make sense to talk about social and political vocation in Teacher Education in the field of Physical Education? This question is discussed in order to preserve need and validity of this issue, stating that the teaching vocation must also be understood from a socio-political perspective to ease, favor and encourage a process of reflection, regarding the teaching of professional identify which nowadays, appears to be delimited by prescriptions and normative codes, at the stage that educational policies have neglected on conceptualizing vocation linked to teaching. Socio-political dimension of teaching vocation shaping professional identity, takes on account an uncertain environment characterized by inequality and social segregation, within the Physical Education Teacher Education field. In addition, this issue is unfolded together with research proposals involving social transformative function in the Physical Education Teacher Education context that educational policies have not duly taken into account. Michel Foucault’s philosophical theory and Paulo Freire’s pedagogy, although from different epistemological perspectives, allow us to sustain why at present becomes relevant and necessary to ask us in which way socio-political teaching vocation is constructed in the field of Physical Education Teacher Education.