Structure and process: differences around the theory of teaching in Body Education

Abstract

When we analyze the theory of teaching in the field of Physical Education, we did not find that the theory articulates with the idea of structure. The concept that stands out is that of process, but not only Physical Education, didactics also states it as: teaching-learning process (E-A process). The intention is to show what we understand and what differences we find between the idea of structure and that of process. At the same time, we questioned the supposed relationship of proportionality between teaching-learning that Physical Education supports in its theory. We understand a proportional relationship as an equality relationship that exists between two reasons. For example, between teaching and learning there must be a relationship of proportionality between what is taught and what must be learned. At the same time, it is often understood that this relationship is of direct proportionality: the two magnitudes increase or decrease in the same proportion, that is, if there is more teaching there is more learning or inversely, less teaching-less learning.

The idea of structure articulated to the Corporal Education, allows to think a theory of the teaching of the corporal practices (CP), avoiding the supposed relation of proportionality present in the teaching-learning process. In other words, in Body Education it is not estimated that there is a relationship/proportion teaching–learning.