Perception of Chilean University Lecturers about Physical Education Functions in Schools

摘要

We analyze, in a qualitative way, the perceptions of 19 Chilean university lecturers about physical education functions in schools, especially in relation to the transformational function related to origin inequalities. The above- mentioned professors participated in two focal groups and the information was analyzed taking into account the fragmentation and articulation procedures from the “Grounded Theory”. The conclusion is that physical education in schools has been focused, almost exclusively, on the transmission of the status quo, and it has been increasingly separating from the transformational function of origin inequalities, due to several factors: social logic, educational-political administration, teacher technocratic ?model and the excessive concern about the children's physical performance. Some proposals are presented that could help to develop the forgotten transformational function: changes in the training of teachers and more inclusive educational approaches.