Prácticas pedagógicas en educación física: una religación desde la corporeidad y los estados de convivencia interregulados
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Fecha
2022
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En el ámbito mundial han surgido diferentes interrogantes y discusiones sobre la
importancia de la educación física en el contexto educativo y su relación con la formación
integral. Estas circunstancias, invitan a reflexionar y repensar el sentido y la dinámica de los
procesos llevados cabo en la escuela, puesto que la arraigada concepción de cuerpo pensada
y ejecutada desde lo biofísico en muchas ocasiones permea las prácticas pedagógicas desde
la visión reduccionista y fraccionadora de mente-cuerpo desconociendo al ser humano como
un ente complejo y sistemático capaz de religar todas las aristas como un todo. En
consecuencia, la propuesta de una práctica pedagógica resignificada y religada posibilitó
procesos de transformación y retroalimentación desde la Educación Física como área
fundamental, de este modo la promoción que ella pueda hacer desde un abordaje diferente a
lo que históricamente han tratado de resolver en materia educativa promovió la alternativa
de dar respuestas a problemas que se generan en el contexto educativo y que afectan la
interacción entre los actores como es la categoría convivencia. Para efectos del estudio, el
paradigma crítico social junto al enfoque cualitativo se consideró el más apropiado por los
intereses que persigue el ejercicio investigativo y se apoya en un tipo de Investigación Acción
Educativa pues a través de espirales o bucles de reflexión-acción facilita una construcción
colectiva emergente mediada por un diálogo transformacional entre todos los
coinvestigadores, cuyo interés es una propuesta de Educación Física contextualizada e
integradora con un sentido desde los principios críticos teniendo en cuenta las estrategias de
acción construidas en forma colectiva. Al final los emergentes Educación Física Integradora,
Construcción de Estados de Convivencia y Enfoque desde la Condición Humana se
convierten en los pilares para la construcción de una propuesta de práctica pedagógica en
Educación Física desde la corporeidad que movilice los estados de convivencia
interregulados.
Globally, different questions and discussions have arisen about the importance of physical education in the educational context and its relationship with the integral formation of students. These circumstances, invite us to reflect and rethink the meaning and dynamic of the processes carried out at school, since the ingrained conception of the body which is thought and executed from the biophysical, in many occasions permeates the pedagogical practices from the reductionist and fractionalizing vision of the mind – body, ignoring the human being as a complex and systematic entity which is able to link all the edges as a whole. Consequently, the proposal of a resignified and linked pedagogical practice enabled processes of transformation and feedback from Physical Education (PE) as a fundamental area, thus the promotion that it can do from a different approach to what it has been tried to solve historically in educational terms, promoted the alternative of giving answers to problems that are generated in the educational context and that affect the interaction between the actors such as the coexistence category. With regard to this study, the critical social paradigm with the qualitative approach were considered the most appropriate due to the interests pursued by the investigative exercise and is supported by a type of Educational Action Research because through reflection-action spirals or loops, it facilitates an emerging collective construction which is mediated by a transformational dialogue between all the coinvestigators, whose interest is a contextualized and integrating Physical Education proposal with a sense from the critical principles taking into account the action strategies which are built collectively. At the end, the emerging Integrative Physical Education, Construction of States of Coexistence and Approach from the Human Condition become the pillars for the construction of a proposal for pedagogical practice in Physical Education from the corporeity that mobilizes interregulated states of coexistence
Globally, different questions and discussions have arisen about the importance of physical education in the educational context and its relationship with the integral formation of students. These circumstances, invite us to reflect and rethink the meaning and dynamic of the processes carried out at school, since the ingrained conception of the body which is thought and executed from the biophysical, in many occasions permeates the pedagogical practices from the reductionist and fractionalizing vision of the mind – body, ignoring the human being as a complex and systematic entity which is able to link all the edges as a whole. Consequently, the proposal of a resignified and linked pedagogical practice enabled processes of transformation and feedback from Physical Education (PE) as a fundamental area, thus the promotion that it can do from a different approach to what it has been tried to solve historically in educational terms, promoted the alternative of giving answers to problems that are generated in the educational context and that affect the interaction between the actors such as the coexistence category. With regard to this study, the critical social paradigm with the qualitative approach were considered the most appropriate due to the interests pursued by the investigative exercise and is supported by a type of Educational Action Research because through reflection-action spirals or loops, it facilitates an emerging collective construction which is mediated by a transformational dialogue between all the coinvestigators, whose interest is a contextualized and integrating Physical Education proposal with a sense from the critical principles taking into account the action strategies which are built collectively. At the end, the emerging Integrative Physical Education, Construction of States of Coexistence and Approach from the Human Condition become the pillars for the construction of a proposal for pedagogical practice in Physical Education from the corporeity that mobilizes interregulated states of coexistence
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Palabras clave
Educación física, Corporeidad, Convivencia Interregulada, Escuela, Physical education, Corporeity, Interregulated Coexistence, School
