From the curricular framework to the curricular bases of Physical Education in Chile: A transition to favor learning

Abstract

This theoretical review shows the implications for the Physical Education school curriculum, highlighting the characteristics of the two main curricular guidelines of the last two decades, which refer to the curricular framework of 2004 up to the current curricular bases of the Chilean Ministry of Education. Both proposals present coincidences and differences in terms of design and implementation. In the process, substantive adjustments and modifications are developed that favor diverse school strategies for the improvement of comprehensive education in each school. The implications of both proposals are contextualized, based on the diverse realities of school spaces, where Physical Education is considered in the curriculum as an option of integral education, establishing curricular axes that develop the formation of healthy active life habits and are historically incorporated in the Chilean national curriculum. The evidence indicates that there is a transition between both curricular frameworks that favors the development of student autonomy and a situated curriculum. In conclusion, the development of the curricular transition under the normative framework evidences explicit orientations to improve learning and active life formation in schools, mainly based on the global actions established in the national curriculum.