EDUCACIÓN FÍSICA EN PRIMARIA Y SECUNDARIA: ANÁLISIS COMPARATIVO DE LA INTERACCIÓN PROFESORADO-ALUMNADO

Abstract

The aim of this research is to analyze the communicative interaction teacher-student in Physical Education, this is, the way in which teachers appreciate students in their lessons, personalize, are flexible, maintains mood, feedback or, on the other hand, establishes tension, antagonism, favoritisms, gives speed its teaching or discredits students. Analysis was made from different Primary and Secondary lessons, which helped to create a base line between both stages. Ethnographic methodology was applied, taking into account a multiple choice study and following an ecologic research paradigm in the classroom. Participant observation was the instrument used to collect information. Using a purposive sampling, study case were sixty seven lessons, twenty nine from Primary and thirty eight from Secondary, with a student average ratio per stage of 24.7 and 28.3 respectively. All groups were observed at least, five sessions, except in sixth grade that was four. A system of categorical analysis and triangulation of investigators was applied, and quantified information units arising, being subsequently the frequencies and percentages. The results showed, among other things, that both stages had similar trends in the occurrence of situations of antagonism, tension, favoritism, lack of feedback and discrediting. They did not agree, however, the relationship was personalized and had humor and encouragement, these situations were higher in Secondary than in Primary education. At this stage, however, they tend to perform more feedback correction. In conclusion, the teacher - student interaction, discovered a Secondary teacher of physical education more communicative proximity to the Primary, but overall was taking a closer relationship in both stages when compared with other curricular areas.