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Spanish

ID: <

10670/1.fi0b78

>

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Cultural expansion and attention to needs: outline of teaching positions in teachers and teachers of physical education in socio-educational policies

Abstract

This work presents conclusions from the analysis of the official documents of a socio-educational programme called the Centre for Infferential Activities (CAI) under the National Social Policy Directorate (DNPS) and the fieldwork carried out at the sites of the programme. An attempt will be made to identify the senses emerging from a type of public policy known as socio-educational and how the mandates set out in the official guidelines of the programme are meant by the physics education teachers in the programme. Work emerges as part of the research carried out at the UNLP FaHCE-Fauna Education Maestría, which aims to analyse the ways in which teachers and teachers of physical education (VET) give their proposals for sporting and entertainment practices as part of a public policy that has equality, quality and social inclusion as a mandate. In particular, the CAI programme proposes a number of cultural practices including sport and recreation. It is then important to look at how these proposals mean with the perspective of equality, quality and social inclusion. How is the issue of equality — inequality, inclusion and exclusion in sporting and recreational cultural proposals dealt with? What do these practices replace? What of inclusive and equal are attributed to them, and how does the role of VET teachers and professors involved in these proposals mean? On the basis of these questions, this work will seek to present some interim conclusions. Faculty of Humanities and Education Sciences

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