Hacia una educación física inclusiva. Un análisis documental desde la justicia social
Barra lateral del artículo
Contenido principal del artículo
Resumen
La Educación Física escolar desde el enfoque de justicia social considera tensiones entre currículo, inclusión y práctica docente. Por tanto, el objetivo de este estudio fue vincular las perspectivas de la docencia en Educación Física con los principios de justicia social para ampliar su comprensión teórica. La metodología empleada de revisión documental bajo el protocolo PRISMA, permitió la recopilación de un corpus intencional de 20 estudios publicados entre 2020 y 2025 en bases indexadas, entre los cuales resaltan Obrusnikova y Block (2020), Demchenko et al. (2021), Wright et al. (2024), Sullivan et al. (2021), Blackshear y Culp (2021) y Boza y Arribas (2021). Los resultados evidencian que la inclusión depende más de la formación y posicionamiento crítico del profesorado que de la normativa o infraestructura, y que persisten desigualdades asociadas a discapacidad, género y raza. Asimismo, emergen categorías como pedagogía relacional, profesionalización inclusiva y Educación Física como práctica sociopolítica. Se concluye que la transformación del área requiere desplazar el énfasis biomotriz hacia el reconocimiento del estudiante como sujeto corporal y ciudadano.
Descargas
Detalles del artículo
Sección
Cómo citar
Referencias
Alfrey, L., Lambert, K., Aldous, D., & Marttinen, R. (2023). The problematization of the (im) possible subject: An analysis of health and physical education policy from Australia, USA and Wales. Sport, education and society, 28(4), 353-368. DOI: https://doi.org/10.1080/13573322.2021.2016682
Baena, S., & González, S. (2023). Physical education for sustainable development goals: reflections and comments for contribution in the educational framework. Sport, Education and Society, 28(6), 697-713. DOI: https://doi.org/10.1080/13573322.2022.2045483
Baena, S., Merma, G., & Ferriz-Valero, A. (2023). Integrating education for sustainable development in physical education: fostering critical and systemic thinking. International Journal of Sustainability in Higher Education, 24(8), 1915-1931. DOI: https://doi.org/10.1108/IJSHE-10-2022-0343
Blackshear, T.B. & Culp, B. (2021) Transforming PETE's initial stan- dards: ensuring social justice for black students in physical ed- ucation. Quest, 73(1), 22–44. Available from: https://doi.org/10. 1080/00336297.2020.1838305 DOI: https://doi.org/10.1080/00336297.2020.1838305
Boza, C. N., & Arribas, T. L. (2021). Teaching for immigrant girls’ inclusion: Social justice physical education teachers’ involvement with school stakeholders. Journal of Teaching in Physical Education, 42(1), 4-12. DOI: https://doi.org/10.1123/jtpe.2021-0085
Camiré, M., Newcombe, P., & Trudel, P. (2022). Aligning physical literacy with critical positive youth development and student-centered pedagogy: Implications for today’s youth. Frontiers in Sports and Active Living, 4, 845827. https://doi.org/10.3389/fspor.2022.845827 DOI: https://doi.org/10.3389/fspor.2022.845827
Chiva, O., Capella, C., & Salvador, C. (2020). Service-learning in physical education teacher education: Towards a critical and inclusive perspective. Journal of Education for Teaching, 46(3), 395-407. DOI: https://doi.org/10.1080/02607476.2020.1733400
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. DOI: https://doi.org/10.18662/brain/12.3/227
Gerdin, G. (2025). ‘Level the playing field’–pupils’ experiences of inclusion and social justice in physical education and health. Sport, Education and Society, 30(4), 397-412. DOI: https://doi.org/10.1080/13573322.2024.2323495
Gerdin, G., Larsson, L., Schenker, K., Linnér, S., Mordal Moen, K., Westlie, K. et al. (2020) Social justice pedagogies in school health and physical education-building relationships, teaching for so- cial cohesion and addressing social inequities. International Journal of Environmental Research and Public Health, 17(18), 6904. Available from: https://doi.org/10.3390/ijerph17186904 DOI: https://doi.org/10.3390/ijerph17186904
Hu, Z., Liu, Z., & Su, Y. (2024). AI-driven smart transformation in physical education: Current trends and future research directions. Applied Sciences, 14(22), 10616. DOI: https://doi.org/10.3390/app142210616
Ministerio de Educación Nacional. (2017). Documento de orientaciones técnicas, administrativas y pedagógicas para la atención educativa a estudiantes con discapacidad en el marco de la educación inclusiva. Ministerio de Educación Nacional.
Mujica, F. N., López, R. C., Ferroni, M. P., & Henríquez, S. B. (2024). Gender perspective in Physical Education teacher training and schooling. Critical analysis based on the chilean context. Retos, 55, 339-345. DOI: https://doi.org/10.47197/retos.v55.103535
Obrusnikova, I., & Block, M. E. (2020). Physical education teacher education programs’ efforts to prepare future teachers to include students with disabilities. Adapted Physical Activity Quarterly, 37(1), 85–104. https://doi.org/10.1123/apaq.2019-0040 DOI: https://doi.org/10.1123/apaq.2019-0040
Piletic, C. K., Sullivan, A. C., & Hilgenbrinck, L. (2020). National Adapted Physical Education Teacher of the Year award. Palaestra: Adapted Sport, Physical Education and Recreation Therapy, 34(3), 46.
Piletic, C. K., Sullivan, A. C., & Hilgenbrinck, L. C. (2023). What is an APE toy? Palaestra, 37(2), 46–49.
Reyno-Freundt, A., Meirone-Matus, N., Fontecilla, M. D., & Vega-Ramírez, L. (2025). Physical education students’ opinion about rhythmic gymnastics and its relationship with gender. Education Sciences, 15(1), 64. https://doi.org/10.3390/educsci15010064 DOI: https://doi.org/10.3390/educsci15010064
Smart, J.F. (2009) Disability, society, and the individual, 2nd edition. Austin, TX: Pro-Ed.
Sullivan, A. C., Piletic, C., & Hilgenbrinck, L. (2021, July 12). Discovering the culture of APE toys. Paper presented at the Annual Conference of the National Consortium for Physical Education for Individuals with Disabilities (Virtual Conference).
Tollefsen, C. (2010) Disability and social justice. In: Ouellette, M.A. (Ed.) Philosophical reflections on disability. Dordrecht: Springer. DOI: https://doi.org/10.1007/978-90-481-2477-0_13
Vaquero-Cristóbal, R., Mateo-Orcajada, A., Dağlı Ekmekçi̇, Y. A., Pereira, A., Amin, S., Meroño, L., ... & Albaladejo-Saura, M. (2024). Gender equity in sport from the perspective of European women athletes and sport managers, physical education teachers and sport coaches. Frontiers in psychology, 15, 1419578. DOI: https://doi.org/10.3389/fpsyg.2024.1419578
Wright, P., Wright, P., & Tymeson, G. (2024). Physical education and adapted physical education for students with disabilities. Wrightslaw Special Education Law & Advocacy. https://www.wrightslaw.com/info/pe.index.htm
Yang, C., Wang, T., & Xiu, Q. (2025). Towards a sustainable future in education: A systematic review and framework for inclusive education. Sustainability, 17(9), 3837. DOI: https://doi.org/10.3390/su17093837