Pedagogias críticas na formação de professores de educação física para o novo milênio / Pete critical pedagogies for a new millenium / Pedagogias críticas en la formación de profesores de educación física para el nuevo milenum

Socially-critical scholarship and critical pedagogy have become increasingly central to Physical Education Teacher Education (PETE) over the last three decades. The purpose of this paper is to provide a snapshot of the history of the critical project in PETE and an analysis of critical pedagogies in contemporary Western society. In this paper, the accounts of critical pedagogies are classified based on their focus on (a) critical reflection, (b) pedagogies of discomfort and (c) democratic principles, although the authors recognise that in PETE practice these categories overlap and interconnect and do not represent exclusively independent pedagogies. The paper concludes that relationships between PETE teacher educators and PETE students built on trust and care and secondly, connections between PETE teacher educators and the broader physical education teaching community are important as they provide the conditions needed to embed critical pedagogies into PETE courses and PETE programmes

Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do "desconforto", (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e não são independentes entre si. O artigo conclui que as relações entre professores e alunos na formação inicial em Educação Física são construídas com base na confiança, no cuidado e, secundariamente, que conexões entre professores que atuam na formação superior e a comunidade mais ampla que ensina Educação Física são importantes para providenciar as condições necessárias para as pedagogias críticas nos cursos e programas que formam professores

Estudio sociocrítico y pedagogía crítica, en las últimas tres décadas, son centrales en la formación de profesores de Educación Física. El objetivo de este artículo es presentar un retrato de la historia del proyecto crítico en la formación de profesores de Educación Física y ofrecer un análisis de las pedagogías críticas en la sociedad occidental contemporánea. La extensión de esa representación sugiere que los estudios sociocríticos y la pedagogía crítica continúan prosperando en los programas de formación de profesores en varios países. El artículo concluye que las relaciones entre profesores y alumnos de la formación inicial en Educación Física son construidas con base en el cuidado, en la confianza y, secundariamente, que conexiones entre profesores que actúan en la formación superior y la comunidad más amplia que enseña Educación Física son importantes para proporcionar las condiciones necesarias para las pedagogías críticas en los cursos y programas que forman profesores

Haiti: The South African perspective.

BACKGROUND AND PROBLEM STATEMENT: The South African response to the Haitian earthquake consisted of two independent non-government organisations (NGOs) working separately with minimal contact. Both teams experienced problems during the deployment, mainly owing to not following the International Search and Rescue Advisory Group (INSARAG) guidelines. CRITICAL AREAS IDENTIFIED: To improve future South African disaster responses, three functional deployment categories were identified: urban search and rescue, triage and initial stabilisation, and definitive care. To best achieve this, four critical components need to be taken into account: rapid deployment, intelligence from the site, government facilitation, and working under the auspices of recognised organisations such as the United Nations and the World Health Organization. CONCLUSION: The proposed way forward for South African medical teams responding to disasters is to be unified under a leading academic body, to have an up-to-date volunteer database, and for volunteers to be current with the international search and rescue course currently being developed by the Medical Working Group of INSARAG. An additional consideration is that South African rescue and relief personnel have a primary responsibility to the citizens of South Africa, then the Southern African Development Community region, then the rest of the African continent and finally further afield. The commitment of government, private and military health services as well as NGOs is paramount for a unified response.