El desarrollo de la autonomía y la responsabilidad en educación física: Un estudio de caso colaborativo en secundaria (The development of autonomy and responsibility in physical education: A collaborative case study in secondary)
DOI:
https://doi.org/10.47197/retos.v0i26.34386Keywords:
educación física, pedagogía crítica, estudio de caso, autonomía, responsabilidadAbstract
El artículo trata de mostrar los resultados de llevar a cabo una investigación en un centro de secundaria durante el curso 2010-2011, con un grupo de alumnos de tercero de secundaria de educación física, con los que se aplicó una programación de aula (PA) afín a la pedagogía crítica y diseñada bajo dos principios de procedimiento: el fomento de la autonomía y de la responsabilidad. El diseño de la investigación fue un estudio de caso colaborativo, pues se incluyeron los miembros de un grupo de trabajo de profesorado de secundaria, Grupo Poar. Las técnicas de recogida de datos fueron exclusivamente cualitativas, concretamente el diario de observación, dos entrevistas grupales y las actas de reunión del grupo de profesorado. Las opiniones del alumnado y del profesorado se muestran críticas con las innovaciones introducidas, sobre todo la cogestión de los contenidos, la autoevaluación o los juegos desde el modelo comprensivo. En el caso del alumnado, se pone de manifiesto la falta de costumbre hacia este tipo de programaciones de aula centradas principalmente en su aprendizaje y participación en el proceso educativo; en el caso del profesorado, se hizo patente la falta de tiempo a la hora de implementar las innovaciones, lo que exige una reflexión acerca de las mismas y del ritmo de introducción de éstas.
Palabras clave: educación física; pedagogía crítica; estudio de caso; autonomía; responsabilidad.
Abstract. The article attempts to show the results of an investigation carried out in a secondary school during the 2010-2011 academic year, with a group of students from ninth grade of physical education with that applied a programme related to critical pedagogy and designed under two procedural principles: the promotion of autonomy and responsibility. The research design was a collaborative case study, as it included members of a working group of secondary school teachers, Grupo Poar. The data collection techniques were exclusively qualitative, specifically an observation daily, two focus groups and the minutes from the working group meetings. The views of students and teachers are critical of the innovations introduced, especially co-management of content, self-assessment or games from the comprehensive model. In the first case, the outcomes shows that students are unaccustomed to this kind of programs mainly focused on their learning and participation in the educative process; in the case of teachers, it became apparent the lack of time when implementing innovations, which requires a reflection on them and the rate of introduction of these.
Key words: physical education; critical pedagogy; case studies; autonomy; responsibility.
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