EDUCATION AND TEACHING IN THE 1966 PLAN FOR PHYSICAL EDUCATION TEACHER TRAINING IN URUGUAY

The aim of this work is to address the main discourses on education and teaching in the programs of the educational sciences area of the 1966 curriculum for physical education teacher training at the Instituto Superior de Educacion Fisica of Uruguay. The tenuous incorporation of some novel perspectives in the field of pedagogy and human sciences such as Escuela Nueva, Paulo Freire's critical pedagogy, Marxism and psychoanalysis is showed. But these coexisted with hegemonic empiricist, functionalist and technicist perspectives, which gave the training an eclectic and epistemically weak character. With a certain indistinction between education and teaching, the former focused on the characteristics of the learners and the latter on the methods, procedures and ways of intervening in them and their learning. Thus, teaching was configured between a curricularized didactics, with emphasis on Saxon-style technicality and on regulatory and administrative aspects, and psychologized didactics, centered on the student's activity, due to the invasion of psychologies into the pedagogical-didactic field, where the incursion of the Escuela Nueva movement acquired relevance.