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La teoria constructivista parte del presupuesto: “el conocimiento no se descubre, se construye”. El estudiante como constructor o reconstructor de significados se convierte en el verdadero protagonista del proceso de ensenanza-aprendizaje y en la medida en que, aprender implica «dar significado», todo aprendizaje profundo y duradero requiere una vision personal del sujeto que aprende. El fin del presente estudio es exponer los resultados de la aplicacion del modelo constructivista al aprendizaje de la Cultura Fisica en el 8vo ano (ano basico de la Unidad Educativa “Gabriela Mistral”). Para el logro de tales fines se utilizo la metodologia descriptiva mediante observacion cientifica no participante y la aplicacion de una entrevista en profundidad a los alumnos y al profesor, se estudiaron los 30 alumnos del 8vo grado, durante un curso escolar. Las variables que se midieron fueron las siguientes: motivacion, independencia cognoscitiva, pensamiento logico, capacidad de solucionar problemas y de trabajo en equipo. La problematica se centro en el hecho de que entes de aplicar el modelo constructivista el aprendizaje de la Cultura Fisica no era capaz de relacionar de manera no arbitraria y sustancial, la nueva informacion con los conocimientos y experiencias previas y familiares que posee en su estructura de conocimientos; el estudiante muchas veces no tiene la disposicion de aprender significativamente, porque los materiales y contenidos para el aprendizaje no tienen un significado potencial o logico. Las condiciones que permiten el logro del aprendizaje significativo de la Cultura Fisica requieren de varias condiciones: la nueva informacion debe relacionarse de modo no arbitrario y sustancial con el conocimiento que el alumno posee, depende tambien de la disposicion, motivacion y actitud de este por aprender, asi como los materiales o contenidos de aprendizajes con significado logico. PALABRAS CLAVE: modelo constructivista; aprendizaje; cultura fisica. EXPERIENCES ENVIRONMENT TO THE APPLICATION OF THE CONSTRUCTIVIST MODEL TO THE LEARNING OF PHYSICAL CULTURE ABSTRACT The constructivist theory parts of the budget: “the knowledge is not discovered, is constructed”. The student as builder or rebuilder of meanings turns into the real protagonist of the process of education - learning and as, to learn implies «giving meaning», any deep and lasting learning needs a personal vision of the subject that he learns. The end of the present study is to exhibit the results of the application of the constructivist model to learning of the Physical Culture in the 8th year (basic year of the Educational Unit “Gabriela Mistral“). For the achievement of such ends the descriptive methodology was used by means of not taking part scientific observation and the application of an interview in depth to the pupils and to the teacher, there were studied 30 pupils of the 8vth grade, during a school course. The variables that measured themselves were the following ones: motivation, cognitive independence, logical thought, aptitude to solve problems and of work in team. The problems centered on the fact that entities of the model applied constructivist learning of the Physical Culture it was not capable of relating of way it would not arbitrate and substantially, the new information with the knowledge and previous and familiar experiences that it possesses in its knowledge structure; the student often does not have the disposition to learn significantly, because the materials and contents for learning do not have a potential or logical meaning. The conditions that allow the achievement of significant learning of the Physical Culture need of several conditions: the new information must be related in a not arbitrary and substantial way to the knowledge that the pupil possesses, depends also on the disposition, motivation and attitude of this one for learning, as well as the materials or contents of learning with logical meaning. KEYWORDS: constructivist model; learning; physical culture.

EXPERIENCIAS EN TORNO A LA APLICACIÓN DEL MODELO CONSTRUCTIVISTA AL APRENDIZAJE DE LA CULTURA FÍSICA