Exploring the concept of teaching position. A possible interpretation of the teaching work of physical education teachers in socio-educational programs

Abstract

This article develops the concept of teaching position [1] for the study of the teaching work of Physical Education (PE) teachers in socio-educational programs, particularly Child Activity Centers (CAI). The article presents the relevance and novelty that these theoretical concepts represent for the field of Physical Education from exercising a break with those foundational conceptions and proposes some provisional conclusions of the research in progress, namely: that the discourse of socio-educational policy questions the teaching work of PE teachers, that the notions of inclusion about bodily practices hybridize discourses of the educational path with democratizing, moralizing or paternalistic political discourses and that, finally, teaching positions that identify with the role of teacher prevail and teaching.