Análisis y desarrollo del deporte escolar en Boyacá (Colombia): historia, actores y propuesta de futuro basada en la hibridación de aprendizaje-servicio y educación deportiva
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Fecha
2026
Autores
Córdoba Camacho, John Harvey
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta tesis doctoral analiza el desarrollo y promoción del deporte escolar en Boyacá, Colombia, desde perspectivas histórica, pedagógica y evaluativa, en el marco de prácticas
curriculares transdisciplinares. Se busca comprender el proceso histórico del deporte escolar, identificando roles de actores y su influencia en la formación integral.
El problema surge de vacíos en documentación histórica, normatividad y evaluación de juegos intercolegiados, lo que limita el análisis de impactos en competencias ciudadanas, motrices y socioemocionales. La pregunta central indaga cómo ha sido el proceso histórico de promoción y desarrollo del deporte escolar en Boyacá y qué papel han desempeñado actores e instituciones en su evolución.
El objetivo general es comprender dicho proceso, identificando su evolución e influencia en la formación integral, para proponer modelos pedagógicos ajustados a necesidades actuales.
Los objetivos específicos incluyen reconocer antecedentes, describir roles de actores e instituciones y diseñar estrategias de promoción mediante programas integrales.
El marco teórico se organiza en tres categorías: el deporte escolar como herramienta educativa integral; los actores e instituciones vinculados al PEI y currículo; y la evolución
pedagógica hacia la alfabetización motriz. El estado del arte revisó 31 antecedentes (16 internacionales, 11 nacionales, 4 locales), destacando enfoques inclusivos y retos en
infraestructura y políticas.
La metodología fue cualitativa histórico-hermenéutica, con revisión documental, entrevistas y triangulación. La muestra intencional incluyó 20 participantes.
Los resultados evidencian tensión entre función educativa y orientación competitiva. Se propone un modelo híbrido MED-ApS para fomentar alfabetización motriz, valores ciudadanos y sostenibilidad.
This doctoral thesis analyzes the development and promotion of school sports in Boyacá, Colombia, from historical, pedagogical, and evaluative perspectives, aligned with the research line on complex and transdisciplinary curricular, pedagogical, and evaluative practices. It focuses on understanding the historical process of school sports, identifying the roles of stakeholders (teachers, coaches, institutions, parents, and students) and their influence on holistic development. The problem arises from gaps in historical documentation, regulations, and evaluation of interscholastic games, limiting the analysis of impacts on civic, motor, and socio-emotional competencies. The central question is: What has been the historical process of promoting and developing school sports in Boyacá, and what role have stakeholders and institutions played in its implementation and evolution? The thesis breaks down the historical background, the roles of stakeholders, and evaluation/implementation strategies. General Objective: To understand the historical process of school sports in Boyacá, identifying the evolution and influence of stakeholders in holistic education, in order to propose pedagogical models adapted to current needs. Specific Objectives: To identify background information and contributions to holistic education; to describe the roles of stakeholders and institutions; to design promotional strategies focused on comprehensive programs. Theoretical Framework: Three categories: school sports, approached as an educational, human, and motor interaction that influences the development of healthy habits and lifestyles (a comprehensive educational tool); stakeholders and institutions (focused on the Institutional Educational Project and curriculum); and evolution and influence (pedagogical models and motor literacy). State of the Art: This was carried out through various scientific databases, as well as the repositories of several national and international universities. A total of 31 background studies were reviewed (16 international, 11 national, and 4 local), highlighting the evolution toward inclusive/formative approaches, with challenges in infrastructure and policies. Methodology: A qualitative historical-hermeneutical approach was used to capture the perceptions of stakeholders. Techniques: Document review, semi-structured interviews, and interpretive analysis with triangulation. Population: Stakeholders in school sports in Boyacá; a purposive sample of 20 participants (teachers, administrators, coaches, and students). Results: The findings reveal a persistent tension between the educational function and the competitive orientation of school sports. Shortcomings in competitive institutionalization were identified, and a hybrid model combining Sports Education (SEE) and Service-Learning (SL) was proposed to foster motor literacy, civic values, and sustainability. Implementation was carried out in phases: diagnosis, planning, execution, and evaluation, with rotating roles, community service, and formative assessment. Stakeholders perceive that institutional recognition focuses on medals, scores, and rankings, while formative efforts such as perseverance, inclusion, and values-based work receive less attention. Conclusions: School sports, as a pedagogical setting for holistic development, are strained by competitive orientations. Recommendations: Strengthen governance, teacher training, and partnerships. Limitations: Local focus and lack of full implementation. Projections: The research does not conclude at a final point but rather invites transformative action. Sport, understood as an educational and cultural practice, is consolidated as an act of dialogue: between body and mind, between school and community, between tradition and change. Boyacá, with its historical legacy and institutional commitment to education, has the conditions to lead a pedagogical renewal that connects motor skills, ethics, and cooperation.
This doctoral thesis analyzes the development and promotion of school sports in Boyacá, Colombia, from historical, pedagogical, and evaluative perspectives, aligned with the research line on complex and transdisciplinary curricular, pedagogical, and evaluative practices. It focuses on understanding the historical process of school sports, identifying the roles of stakeholders (teachers, coaches, institutions, parents, and students) and their influence on holistic development. The problem arises from gaps in historical documentation, regulations, and evaluation of interscholastic games, limiting the analysis of impacts on civic, motor, and socio-emotional competencies. The central question is: What has been the historical process of promoting and developing school sports in Boyacá, and what role have stakeholders and institutions played in its implementation and evolution? The thesis breaks down the historical background, the roles of stakeholders, and evaluation/implementation strategies. General Objective: To understand the historical process of school sports in Boyacá, identifying the evolution and influence of stakeholders in holistic education, in order to propose pedagogical models adapted to current needs. Specific Objectives: To identify background information and contributions to holistic education; to describe the roles of stakeholders and institutions; to design promotional strategies focused on comprehensive programs. Theoretical Framework: Three categories: school sports, approached as an educational, human, and motor interaction that influences the development of healthy habits and lifestyles (a comprehensive educational tool); stakeholders and institutions (focused on the Institutional Educational Project and curriculum); and evolution and influence (pedagogical models and motor literacy). State of the Art: This was carried out through various scientific databases, as well as the repositories of several national and international universities. A total of 31 background studies were reviewed (16 international, 11 national, and 4 local), highlighting the evolution toward inclusive/formative approaches, with challenges in infrastructure and policies. Methodology: A qualitative historical-hermeneutical approach was used to capture the perceptions of stakeholders. Techniques: Document review, semi-structured interviews, and interpretive analysis with triangulation. Population: Stakeholders in school sports in Boyacá; a purposive sample of 20 participants (teachers, administrators, coaches, and students). Results: The findings reveal a persistent tension between the educational function and the competitive orientation of school sports. Shortcomings in competitive institutionalization were identified, and a hybrid model combining Sports Education (SEE) and Service-Learning (SL) was proposed to foster motor literacy, civic values, and sustainability. Implementation was carried out in phases: diagnosis, planning, execution, and evaluation, with rotating roles, community service, and formative assessment. Stakeholders perceive that institutional recognition focuses on medals, scores, and rankings, while formative efforts such as perseverance, inclusion, and values-based work receive less attention. Conclusions: School sports, as a pedagogical setting for holistic development, are strained by competitive orientations. Recommendations: Strengthen governance, teacher training, and partnerships. Limitations: Local focus and lack of full implementation. Projections: The research does not conclude at a final point but rather invites transformative action. Sport, understood as an educational and cultural practice, is consolidated as an act of dialogue: between body and mind, between school and community, between tradition and change. Boyacá, with its historical legacy and institutional commitment to education, has the conditions to lead a pedagogical renewal that connects motor skills, ethics, and cooperation.
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Palabras clave
Deporte escolar, Boyacá, Formación integral, Actores e instituciones y evaluación pedagógica