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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

Conferences and symposiums

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Disciplines
KeywordsTriple Keywords
Diplomatics
Documents
Volition
Conation
Will
Schooling
Instruction
Education of children
Human resource development
Children--Education
Students--Education
Youth--Education
Education
Pedagogy
Education, Primitive
Physical culture
Phys ed
PE (Physical education)
P.E. (Physical education)
Sports--Training
Training, Physical
Physical training
Athletic training
Sports training
Phy ed
Education, Physical
Physical education and training
Equality
Egalitarianism
Social inequality
Social equality
Inequality
Inclusion, Social
Social integration
Social inclusion
Integration, Social
Number concept
Humanities
Attention
Flow (Psychology)
Concentration (Psychology)
Least restrictive environment
Inclusive schools movement
Inclusive education
Inclusive learning
Inclusion (Education)

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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