PRESENCE OF STRUGGLES IN THE TRAINING OF TEACHERS OF PHYSICAL EDUCATION IN URUGUAY" (1956 - 2004)

In the following study we try to analyze the discursive guidelines that base the presence of the disciplines denominated as "struggles" inside the study plans of the Higher Institute of Physical Education (Uruguay). The discourses present in the study plans 1956, 1966, 1992 and 2004 are reviewed in a descriptive way, based on the analysis of previous discourses by reference authors such as Dogliotti (2012) and Torron (2007, 2015), which used as theoretical-methodological articulation the work of Pecheux (1990). They revealed curricular traditions that shaped the formation of professionals in ISEF and therefore represent intentions of graduation profiles or knowledge to be acquired by the student. The notions of body and teaching are intertwined in the programs, which undoubtedly permeated (and permeate) the curricular scaffolding on which they took (and carry) the study plans, as well as the teaching models of a discipline in the teachers formation. Three lines of discursive productivity were found, which base the approach to struggles in the degree program, responding differently to what the formation objectives were in these disciplines: teach struggles so that the citizen should defend himself, teach struggles with a sense of teaching and teaching struggles in a university sense.