Orígenes y definición del constructo de alfabetización física: de la comprensión conceptual a la creación colectiva de um referencial europeo (Origins and definition of the physical literacy construct: from conceptual understanding to the collective creation of a European referential)

Autores/as

  • Dora Carolo Centro de Estudos em Educação, Faculdade de Motricidade Humana, Estrada da Costa, 1499-002 Cruz Quebrada, e Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal.  https://orcid.org/0000-0002-5980-3129
  • Marcos Onofre Centro de Estudos em Educação, Faculdade de Motricidade Humana, Estrada da Costa, 1499-002 Cruz Quebrada, e Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal https://orcid.org/0000-0002-2486-3754
  • João Martins Centro de Estudos em Educação, Faculdade de Motricidade Humana, Estrada da Costa, 1499-002 Cruz Quebrada, e Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal; 2 Sociedade Portuguesa de Educação Física, Lisboa, Portugal; 3 Centro Interdisciplinar do Estudo da Performance Humana (CIPER), Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, 1499-002 Cruz Quebrada, Portugal; https://orcid.org/0000-0002-2540-6678

DOI:

https://doi.org/10.47197/retos.v48.97380

Palabras clave:

Palabras clave: alfabetización, alfabetización física, educación física, deporte, actividad física, europa.

Resumen

La alfabetización física puede contribuir al cambio de las prácticas que valoran y apoyan el acceso equitativo a la salud y la educación. Esta revisión crítica pretende reflexionar sobre los aspectos centrales del proceso de definición del concepto de alfabetización física, desde la comprensión de su origen y carácter filosófico hasta su definición en el contexto europeo, proyectando nuevas oportunidades de investigación, formación y difusión del constructo en el contexto de la  Unión Europea, poniendo mayor énfasis en el caso de Portugal. La alfabetización física es entendida como un constructo prometedor en los diferentes países europeos. Por consiguiente, entre 2018 y 2020, se desarrollaron alianzas dentro de la Unión Europea para definir y difundir una referência europea para la alfabetización física. En los últimos ocho años, tres universidades portuguesas han demostrado iniciativas científicas y pedagógicas con el objetivo de establecer el concepto a nivel nacional en el contexto de la educación. La integración del constructo en modelos teóricos y su estudio en contextos y entornos más diversos de la Actividad Física se plantea como una dirección de futuro. El estudio de la alfabetización física es reciente en Portugal (2016), pero ha mostrado avances relevantes evidenciados por la participación del país en proyectos europeos y la publicación de revisiones, estudios conceptuales y empíricos sobre el desarrollo y evaluación de la alfabetización física en el contexto de la educación física. Avanzar en la integración de la alfabetización física de manera más consistente a nivel europeo y nacional implicará en el futuro el desarrollo de estudios de intervención y la promoción de alianzas colaborativas entre los sectores de la educación, deporte y salud.  

Palabras clave: alfabetización, alfabetización física, educación física, deporte, actividad física, europa.

Abstract. Physical literacy can contribute to changing practices that value and support equitable access to health and education. This critical review aims to reflect on the central aspects of the process of defining the concept of physical literacy, from understanding its origin and philosophical character to its definition in the European context, projecting new opportunities for research, training and dissemination of the construct in the context of the European Union, placing greater emphasis on the case of Portugal. Physical literacy is understood as a promising construct in different European countries. Consequently, between 2018 and 2020, partnerships were developed within the European Union to define and disseminate a European reference for physical literacy. In the last eight years, three Portuguese universities have demonstrated scientific and pedagogical initiatives with the aim of establishing the concept at the national level in the context of education. The integration of the construct in theoretical models and its study in more diverse contexts and environments of Physical Activity is considered as a direction for the future. The study of physical literacy is recent in Portugal (2016), but it has shown relevant advances evidenced by the country's participation in European projects and the publication of reviews, conceptual and empirical studies on the development and evaluation of physical literacy in the context of physical education. Advancing in the integration of physical literacy in a more consistent manner at a European and national level will imply in the future the development of intervention studies and the promotion of collaborative alliances between the education, sports and health sectors.
Keywords: literacy, physical literacy, physical education, sport, physical activity, Europe.

Biografía del autor/a

Dora Carolo, Centro de Estudos em Educação, Faculdade de Motricidade Humana, Estrada da Costa, 1499-002 Cruz Quebrada, e Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal. 

Dora Carolo. Licenciatura en Ciencias del Deporte, con especializado en entrenamiento de natación y master en Eduación Física. Es miembro de la dirección de la Sociedad Portuguesa de Educación Física y Profesora Asistente en la Faculdade de Motricidade Humana, Universidade de Lisboa (FMH-UL). Es colaboradora del Centro de Estudios en Educación (FMH-UL). Durante los últimos cuatro años ha trabajado como asistente de investigación en proyectos europeos financiados como el Observatorio Europeo de Educación Física (EuPEO) y el Proyecto de Alfabetización Física para la Vida. Actualmente, es candidata a doctorado, estudiando el desarrollo y evaluación de la Alfabetización Física a través de los ambientes acuáticos hacia la promoción de la actividad física azul, la prevención de ahogamientos y la protección de la salud ambiental. Su proyecto está financiado por la Fundación para la Ciencia y la Tecnología (2021.06516.BD).

Marcos Onofre, Centro de Estudos em Educação, Faculdade de Motricidade Humana, Estrada da Costa, 1499-002 Cruz Quebrada, e Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal

Marcos Onofre (PhD). Profesor Asociado de la Facultad de Motricidad Humana de la Universidad de Lisboa, miembro de su Consejo Científico, anterior Coordinador del Laboratoria de Pedagogia, Presidente del Departamento de Educación, Ciencias Sociales y Humanidades, coordinador de la Maestría en Educación Física, Coordinador del grupo de Didáctica de la Educación Física en la Unidad de Investigación y Desarrollo en Educación y Formación del Instituto de Educación de la Universidad de Lisboa e convidado de su Consejo Científico, Presidente del Comité Científico de la Associacion International des Ecoles Superieurioes de Educación Physique, Miembro de la Junta Directiva, Vicepresidente de EUPEA - Asociación Europea de Educación Física. Han venido realizando investigaciones en educación física involucrando el estudio de la calidad de la enseñanza y de la formación de los docentes. Asesor de 14 tesis doctorales y más de 100 disertaciones de maestría. Tem várias publicações nacionais e internacionais em revistas e livros com revisão por pares. Integrou várias Comissões Científicas de Congressos Científicos Internacionais. Revisor e mebro de Conselho Editorial de Revistas Científicas. Consultor del Ministerio de Educación de Portugal y del Consejo Nacional de Educación para el desarrollo y evaluación curricular de la EF y Formación de Profesorado. Coordinación europea o nacional de projetos financiados: Coordinador europeo del proyecto EUPEO – Observatorio Europeo de Educación Física; Coordinador Nacional de lo equipo FMH, en los projetos: BMC_EU - Competencias Motoras Básicas en Europa – Evaluación y Promoción; PHYLIT – Literacia Física; P4PL – Physical Literacy for Life; Prime PETE - Formación de Professor para La Ensenãnza de la Educación Física en La Escuela Primária, integra lo equipo de investigación sobre el desarrollo de la Educación Física en las escuelas primarias, en el municipio de Sintra, e integró los equipos de investigación para la evaluación del desarrollo de la Educación Física en el nivel de educación primaria en los municipios de Lisboa y Torres Vedras, y en el Región Autónoma de Azores.

João Martins, Centro de Estudos em Educação, Faculdade de Motricidade Humana, Estrada da Costa, 1499-002 Cruz Quebrada, e Unidade de Investigação e Desenvolvimento em Educação e Formação, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal; 2 Sociedade Portuguesa de Educação Física, Lisboa, Portugal; 3 Centro Interdisciplinar do Estudo da Performance Humana (CIPER), Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, 1499-002 Cruz Quebrada, Portugal;

João Martins. Licenciatura y master en Eduación Física, y doctor en las ciências de la eduación, Faculdade de Motricidade Humana, Universidade de Lisboa (FMH-UL). Master en Epidemiologia (Faculdade de Medicina, Universidade de Lisboa). Es profesor auxiliar en la FMH-UL. Es Investigador en lo Instituto de Educação, Universidade de Lisboa. Es coordinador nacional y miembro de distintos proyectos financiados en las temáticas de Educación Física, Actividad Física y Salud. Es editor asociado en la BMC Public Health y revisor en periódicos. Es autor de libros, capítulos de libros e artículos publicados en revistas internacionales e nacionales. Su área de investigación está relacionada con la educación física, alfabetización física, salud y la promoción de estilos de vida activos. Su tesis de doctorado ha recibido una Mención de Honor otorgada por el Comité Olímpico Portugués. En 2019, fue galardonado con el premio “Young Scholar Award” por la AIESEP (International Association for Physical Education in Higher Education).

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Publicado

2023-03-31

Cómo citar

Carolo, D., Onofre, M. ., & Martins, J. . (2023). Orígenes y definición del constructo de alfabetización física: de la comprensión conceptual a la creación colectiva de um referencial europeo (Origins and definition of the physical literacy construct: from conceptual understanding to the collective creation of a European referential). Retos, 48, 761–774. https://doi.org/10.47197/retos.v48.97380

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