PEDAGOGICAL PRACTICES OF THE PHYSICAL EDUCATION TEACHER IN TRANSITION GRADE: THEORETICAL CONSTRUCTS FROM THE RURAL CONTEX

Abstract

This research aimed to generate theoretical constructs about the pedagogical practices of teachers in Physical Education classes for the training of transition grade children in rural contexts. The study was developed under the interpretive paradigm, with a qualitative inductive approach and the Grounded Theory method. In-depth interviews were used as the data collection technique and applied to key informants from Miguel Sánchez Hinestroza School, located in Girón, Santander. Data analysis was conducted through open, axial and selective coding, supported by the constant comparative method and theoretical saturation. The findings allowed an understanding of the dynamics present in pedagogical practices in Physical Education at the transition grade, revealing limitations related to the absence of specialized teachers, lack of contextualized programs, and the need to integrate motor, cognitive and socio-affective child development. Likewise, theoretical constructs emerged toward an integral, reflective and contextualized Physical Education in rural settings. It is concluded that Physical Education during early childhood education constitutes a fundamental axis for children’s integral development and requires pedagogical guidelines adapted to the realities of the Colombian rural context.