Area plans in school physical education, an evidence of Pedagogical Content Knowledge (PCK) in the framework of teaching for understanding

This paper is part of the findings of the thesis "Didactics for understanding in physical education: relationships that emerge in the teaching and learning processes in four primary schools in Bogota"" linked to the PhD program in educational sciences, Universidad del Magdalena, Rude -Colombia. This study seeks to interpret and describe the epistemological, didactic and methodological relationships involved in the area plans within the framework of teaching for understanding. The research used a qualitative approach with an educational ethnographic methodological design. Regarding data collection techniques, a documentary review was carried out in four schools in the city of Bogota. The results show few physical education pedagogical and didactic proposals that guide the teaching and learning processes towards understanding. In conclusion, in the institutional documents examined, there are elements supported by the 2010 pedagogical guidelines and the recommendations of the World Health Organization [WHO], but little is associated with understanding as an educational purpose. The above assumes little Comprehensive Didactic Content Knowledge of teachers, which can limit the development of competencies in schoolchildren.