Práctica pedagógica reflexiva: la acción colectiva para transformar la educación física en básica secundaria. Del enraizamiento biológico a la emergencia humana
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Fecha
2021
Autores
Watts Fernández, Willinton Javier
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El mundo de hoy propone nuevos retos y por ende desde el ámbito de la educación física es necesario orientar dinámicas para cumplir con las exigencias actuales e intentar dar respuesta a lo que espera la sociedad de esta área desde las instituciones educativas. En la actualidad los postulados epistemológicos, teorías y contenidos que la sustentan, hacen de su práctica pedagógica algo instrumentalista, repetitiva, transmisora de conocimientos, adiestradora de técnicas motrices, con perspectiva biologicista, sumando la visión academicista del sistema. Esta posición afecta las dinámicas escolares, así mismo la formación hacia una cultura de la actividad física, el cuidado corporal, la lúdica, la recreación, las expresiones motrices, la formación en valores, lucha por los derechos y justicia social.
El estudio investigativo se centra en la práctica pedagógica desde el enfoque sociocrítico, abordaje que permite caracterizar la práctica pedagógica, definir sus fundamentos desde un trabajo de acción colectiva que lleve a generar una nueva perspectiva pedagógica que facilite la transformación de los profesores y estudiantes desde la educación física enraizada en la emergencia humana, en una institución educativa urbana de Montería-Colombia. La orientación metodológica se fundamenta en el enfoque cualitativo, cimentada en el paradigma crítico social, bajo el tipo de investigación acción participativa. Todo esto con la intención de posibilitar el entendimiento de las incertidumbres, buscando un impacto hacia una educación física diferente, que facilite la vinculación social, procesos de participación y acción política, respondiendo a las necesidades contextuales que permitan modificar los estados de conciencia sobre su realidad social, el cuidado de la condición humana y del planeta.
The world today proposes new challenges and therefore from the field of physical education it is necessary to design dynamics to meet current demands and try to respond to what society expects from this area and educational institutions. At present, the epistemological postulates, theories and contents that support it, make its pedagogical practice instrumentalist, repetitive, a transmitter of knowledge, a trainer of motor techniques, with a biological perspective, adding the academic vision of the system. These difficulties affect the school dynamics, as well as the formation towards a culture of physical activity, body care, playing, recreation, motor expressions and training in values, struggle for rights and social justice. The research study focuses on pedagogical practice from a socio-critical perspective, with the intention of characterizing pedagogical practice, defining its foundations from a collective action work that leads to generating a new pedagogical intention that enables the transformation of students rooted in the human emergency, in an urban educational institution in Monteria-Colombia. The methodological orientation is based on the qualitative approach, founded on the critical social paradigm, under the type of participatory action research. All of this is intended to enable the understanding of uncertainties, seeking an impact towards a different physical education, which facilitates social bonding, participation processes and political action, responding to the contextual needs that allow modifying the states of consciousness about their social reality, the care of the human condition as well as the planet.
The world today proposes new challenges and therefore from the field of physical education it is necessary to design dynamics to meet current demands and try to respond to what society expects from this area and educational institutions. At present, the epistemological postulates, theories and contents that support it, make its pedagogical practice instrumentalist, repetitive, a transmitter of knowledge, a trainer of motor techniques, with a biological perspective, adding the academic vision of the system. These difficulties affect the school dynamics, as well as the formation towards a culture of physical activity, body care, playing, recreation, motor expressions and training in values, struggle for rights and social justice. The research study focuses on pedagogical practice from a socio-critical perspective, with the intention of characterizing pedagogical practice, defining its foundations from a collective action work that leads to generating a new pedagogical intention that enables the transformation of students rooted in the human emergency, in an urban educational institution in Monteria-Colombia. The methodological orientation is based on the qualitative approach, founded on the critical social paradigm, under the type of participatory action research. All of this is intended to enable the understanding of uncertainties, seeking an impact towards a different physical education, which facilitates social bonding, participation processes and political action, responding to the contextual needs that allow modifying the states of consciousness about their social reality, the care of the human condition as well as the planet.
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Práctica pedagógica, Practica reflexiva, Educación Física Transformadora, Formación humana, Pedagogical practice, Reflective practice, Transformative physical education, Human formation