Aprendizaje dialógico y grupos interactivos en educación física (Dialogic learning and interactive groups in physical education)
DOI:
https://doi.org/10.47197/retos.v0i25.34508Keywords:
Aprendizaje dialógico, Grupos Interactivos, Educación Física, Comunidades de Aprendizaje.Abstract
El objetivo de este artículo es profundizar en cómo el trabajo realizado en las Comunidades de Aprendizaje en las clases de Educación Física responde a los principios del aprendizaje dialógico poniendo especial énfasis en los grupos interactivos. Con este propósito se han analizado las opiniones de alumnado, profesorado, voluntariado y familias de seis comunidades de aprendizaje, tres del País Vasco y tres de Cataluña. La recogida de información se realizó desde una metodología comunicativa crítica orientada a la construcción de conocimiento desde la subjetividad y la reflexión conjunta con los sujetos de la investigación directamente implicados. En la recogida de información se emplearon técnicas tanto cuantitativas como cualitativas. Los resultados mostraron que las actuaciones educativas que tienen lugar en las clases de Educación Física se articulan en torno a la creación de un clima de diálogo igualitario, la utilización de estrategias de enseñanza-aprendizaje orientadas al éxito educativo y la utilización de estrategias de actuación inclusivas. Como conclusión, se identifican las claves a seguir en el propósito de orientar las clases de Educación Física hacia los principios del aprendizaje dialógico.
Palabras clave:Aprendizaje dialógico, Grupos Interactivos, Educación Física, Comunidades de Aprendizaje.
Abstract: The aim of this paper is to examine how the work of the Learning Communities in physical education classes responds to the principles of dialogic learning with special emphasis on interactive groups. To achieve this, the opinions of students, teachers, volunteers and families of six learning communities were used: three from the Basque Country and three from Catalonia. Information collection was carried out from a critical communicative methodology aimed at building knowledge from subjectivity and reflection together with the directly involved research subjects. Both quantitative and qualitative techniques were used to collect information. The results showed that the educational activities taking place in physical education classes are centered on creating an atmosphere of equal dialogue, the use of teaching-learning strategies aimed at educational success, and the use of inclusive performance strategies. In conclusion, some key points to follow have been identified in order to gear physical education classes toward the principles of dialogic learning.
Key words:Dialogic Learning, Interactive Groups, Physical Education, Learning Communities.
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