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espanolEl presente articulo aborda la formacion del profesorado en el area de Educacion Fisica, en el bien entendido que este es un proceso sistematico y organizado, tendiente a favorecer el desarrollo de los saberes propios del ejercicio profesional que se despliegan finalmente en el aula. La propuesta consiste en reflexionar acerca del sistema escolar como telon de fondo en el que se inscribe la accion educativa y las perspectivas paradigmatico-epistemologicas en las que se situa la nocion de aprendizaje en la disciplina. En este sentido se propone un paradigma formativo alejado de los clasicos esquemas deportivizados, mas bien tecnicos, y otros basados en la promocion de la salud, para avanzar hacia un modelo de formacion de profesores de Educacion Fisica desde una racionalidad critica, eminentemente pedagogico y con una estructura valorica que favorece al desarrollo humano. EnglishThe present article approaches the formation of the professorship in the area of Physical Education, in the understood that this one is a systematic and organized process, tending to favor the development of to know own of the professional exercise that is represented finally in the classroom. The offer consists of thinking brings over of the school system as backdrop in the one that registers the educational action and the perspectives paradigmatic - epistemological in that the notion of learning is located in the discipline. In this respect one proposes a formative paradigm removed from the classic sports schemes, rather technical, and different based on the promotion of the health, to advance towards a model of teachers' formation of Physical Education from a critical rationality, eminently pedagogic and with a structure of values that it favors to the human development.

PERSPECTIVAS EPISTEMOLÓGICAS EN LA FORMACIÓN DEL PROFESORADO DE EDUCACION FISICA: SUSTENTO TEÓRICO Y DIRECTRICES PARA LA PRÁCTICA EDUCATIVA