Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)
DOI:
https://doi.org/10.47197/retos.v53.100235Palabras clave:
Aprendizaje, profesor, escuela, deporte, pandemia, emocionesResumen
La pandemia ha provocado diferentes consecuencias en la educación y salud de los escolares, siendo los efectos psicológicos uno de los más preocupantes. La escuela y especialmente los profesores de Educación Física están llamados a desempeñar un papel importante en el apoyo emocional de los escolares. El objetivo de este estudio es analizar la percepción de los profesores de Educación Física de la escuela primaria, respecto al ámbito emocional durante el regreso a las clases presenciales. La muestra por conveniencia estuvo conformada por 12 profesores de Educación Física que trabajaban en la enseñanza primaria y que desarrollaron labores durante los años de enseñanza virtual y postpandemia. Se utilizaron entrevistas semiestructuradas para recoger datos relativos a la igualdad de género y años de experiencia. De los relatos emergen categorías asociadas a la emocionalidad en el aula, la brecha de aprendizaje, la importancia de la interacción profesor-alumno, el apoyo emocional especializado, la comunicación efectiva y la regulación emocional. Los docentes realzan el compromiso en la contención y evaluación del estado socioemocional y psicológico de los alumnos, además de asegurar la incorporación de metodologías que consideren el trabajo emocional. Dentro del aula, los docentes reconocen la importancia de la afectividad y la motivación en su despliegue didáctico, promoviendo el aprendizaje a través de un clima de clase saludable.
Palabras clave: Aprendizaje, profesor, escuela, deporte, pandemia, emociones.
Abstract. The pandemic has caused different consequences in the education and health of schoolchildren, psychological effects being one of the most worrying. The school and especially Physical Education teachers are called on to play an important role in the emotional support of schoolchildren. The aim of this study is to analyze the perceptions of elementary school Physical Education teachers regarding the emotional environment during the return to face-to-face classes. The convenience sample consisted of 12 physical education teachers who worked in elementary schools and were active during the virtual and post-pandemic years. Semi-structured interviews were used to collect data regarding gender equality and years of experience. The stories emerge categories associated with emotionality in the classroom, the learning gap, the importance of teacher-student interaction, specialized emotional support, effective communication and emotional regulation. Teachers enhance the commitment in the containment and evaluation of the socio-emotional and psychological state of the students, in addition to ensuring the incorporation of methodologies that consider emotional work. Inside the classroom, teachers recognize the importance of affectivity and motivation in their didactic deployment, promoting learning through a healthy class climate.
Keywords: Learning, teacher, school, sports, pandemic, emotions
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