Didactic relationality from the university classroom. Principles towards a more humane education

Abstract

When dealing with Didactics, certain inquiries are raised concerning what it is understood as knowledge, when and how it is taught. This Research aims at disclosing the teaching instruction phenomenon at the Physical Education Teaching program at Universidad Autónoma de Chile, Campus Talca, within a context that stresses teaching practices from a complex and phenomenological point of view, by literally „walking‟ the Didactics- Educative Relationality loop. The methodology used was displayed from a qualitative focus, with emphasis on the interpretation, aiming at profounding on guiding results, which may seek a more human education from the educative motricity, with actions aimed from and for the students, under a current vision from the educational phenomenon, that may consider the constant flux of changes at which the student is inserted, displaying complex areas from the didactic process and from the relations that emerge from it,making sense and meaning to this high complex wired system.