Acceso usuarios
Jordi Brasó i Rius, Xavier Torrebadella i Flix
El estudio tiene por objetivo elaborar un bosquejo analítico para re-pensar una educación física crítica (EFC). Mediante una metodología centrada en el análisis de las teorías críticas, se reflexiona sobre el sentido de la educación física escolar y se aportan reflexiones para potenciar una educación más emancipadora. Se aportan ideas promovedoras de un cambio didáctico, metodológico y pedagógico consciente y profundo. Los resultados muestran una baja actitud reflexivo-crítica en la educación –física– a causa de la no-intencionalidad crítica de propuestas. Por todo ello, censuramos las recientes metodologías autodenominadas renovadoras y que dicen promover la libertad –solamente desde la dimensión práctica y de la obediencia ciega al currículo–. Proponemos abrir el debate hacia una EFC más incisiva contra las bases ideológicas neoliberales que sustentan el sistema educativo actual. Incidimos en el hecho que los docentes tienen que ayudar a este cambio de paradigma, mediante la intervención en el aula.PALABRAS CLAVE: educación, educación física crítica, emancipación escolar, pedagogía crítica, teoría crítica. ABSTRACTThis article aims to develop an analytical sketch intended to re-think a critical physical education (EFC). From a methodology focused on the analysis of the critical theories, we reflect on the meaning of physical education in school. We offer suggestions for teachers are given in order to reflect in the possibilities of a shift towards a more democratic and emancipatory education of people. We discuss ideas that can illuminate a change: didactic, methodological, and educational too. It should be more conscious and deep that has been evident so far. Results show a low reflective-critical attitude in -physic- education that is caused for non-intentionality critical of proposals. Critical proposals must allow change. We criticize the recent methodologies that call themselves new and claim to promote freedom of students, but from the practical dimension and blind obedience to the curriculum. We propose to open the debate towards a more incisive EFC against the neoliberal ideological bases that support the current educational system We insist on the fact that teachers have to help this paradigm shift through classroom intervention.KEY WORDS: education, critical pedagogy, critical physical education, critical theory, school emancipation.
This article aims to develop an analytical sketch intended to re-think a critical physical education (EFC). From a methodology focused on the analysis of the critical theories, we reflect on the meaning of physical education in school. We offer suggestionsfor teachers are given in order to reflect in the possibilities of a shift towards a more democratic and emancipatory education of people. We discuss ideas that can illuminate a change: didactic, methodological, and educational too. It should be more conscious and deep that has been evident so far. Results show a low reflective-critical attitude in -physic-education that is caused for non-intentionality critical of proposals. Critical proposals must allow change. We criticize the recent methodologies thatcall themselves new and claim to promote freedom of students, but from the practical dimension and blind obedience to the curriculum. We propose to open the debate towards a more incisive EFC against the neoliberal ideological bases that support the current educational systemWe insist on the fact that teachers have to help this paradigm shift through classroom intervention.
