Study of the transversality of the contents in Physical Education through the competency-based curricula

Abstract

The article aims to analyse the evolution of competency-based curricula through the study of the transversality of knowledge of the main educational legal regulations. The content analysis will allow a synchronous transversal approach to compare the state laws with the decrees of the autonomous administration, and a diachronic longitudinal approach to compare the evolution of the competences curricula from its appearance in the LOE to its consolidation in the LOMCE. Physical Education, a specific subject, will support the exemplification, contrasting it with the core mathematics subject. The conclusions determine the flourishing of competencies in the curricula and the establishment of transversality as a methodological aspect necessary for its achievement. From a transversality focused on disciplinary contents as a competency methodology (connections with other subjects) it evolves to transversality based on competences and on the transferability of knowledge to real contexts (globalized treatment of content).