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La Educación Física como componente curricular evaluado en exámenes estandarizados nacionales en América y Europa

Physical Education as a Curricular Component Assessed in National Standardized Exams in America and Europe

Author
Santos, Pablo Mattos

Stieg, Ronildo

Barcelos, Marciel

Ferreira Neto, Amarílio

Santos, Wagner dos

Full text
https://www.calidadenlaeducacion.cl/index.php/rce/article/view/1318
10.31619/caledu.n59.1318
Abstract
The prevalence of large-scale examinations in educational systems worldwide, from primary to higher education, has prompted increased attention in the academic discourse assessments. This article addresses the imperative to delve deeper into discussions surrounding these evaluations, focusing on national standardized exams designed for secondary education students in American and European countries. Employing a qualitative approach, this study takes the form of documentary and exploratory research, analyzing official documents of 10 exams applied in 21 countries. The results reveal three key aspects: a) the establishment of exam culture for over two centuries, originating in European countries; b) the progressive  inclusion of Physical Education as an evaluated curricular component, though belatedly; c) similarities in the understanding of the subject area and the evaluated contents, with a predominant emphasis on sports. The study  concludes that the majority of these exams aim to provide professional qualification and certification for further education. Moreover, there are initiatives aimed at elevating the significance of curricular components such as Physical Education in national evaluation policies. This raises questions regarding the underlying intentions of these exams in specific contexts, particularly within the diverse group of countries across the American and European continents.
 
The prevalence of large-scale examinations in educational systems worldwide, from primary to higher education, has prompted increased attention in the academic discourse assessments. This article addresses the imperative to delve deeper into discussions surrounding these evaluations, focusing on national standardized exams designed for secondary education students in American and European countries. Employing a qualitative approach, this study takes the form of documentary and exploratory research, analyzing official documents of 10 exams applied in 21 countries. The results reveal three key aspects: a) the establishment of exam culture for over two centuries, originating in European countries; b) the progressive  inclusion of Physical Education as an evaluated curricular component, though belatedly; c) similarities in the understanding of the subject area and the evaluated contents, with a predominant emphasis on sports. The study  concludes that the majority of these exams aim to provide professional qualification and certification for further education. Moreover, there are initiatives aimed at elevating the significance of curricular components such as Physical Education in national evaluation policies. This raises questions regarding the underlying intentions of these exams in specific contexts, particularly within the diverse group of countries across the American and European continents.
 
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Artes, Arquitectura y UrbanismoCiencias Agrarias, Forestales y VeterinariasCiencias Exactas y NaturalesCiencias SocialesDerechoEconomía y AdministraciónFilosofía y HumanidadesIngenieríaMedicinaMultidisciplinarias
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Universidad de ChileUniversidad Católica de ChileUniversidad de Santiago de ChileUniversidad de ConcepciónUniversidad Austral de ChileUniversidad Católica de ValparaísoUniversidad del Bio BioUniversidad de ValparaísoUniversidad Católica del Nortemore

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