Negociando el currículum en educación física. Una propuesta práctica de cogestión (Negotiating the curriculum in physical education. A practical proposal of co-management)
DOI:
https://doi.org/10.47197/retos.v0i29.39107Keywords:
Educación Física, Pedagogía Crítica, Negociación del Currículum, Secundaria, Bachillerato (Physical Education, Critical Pedagogy, Negotiation of the Curriculum, Secondary, High School)Abstract
Este artículo tiene como finalidad describir críticamente el proceso de negociación del currículum en Educación Física en las etapas de secundaria y bachillerato, poniendo encima de la mesa los problemas que pueden surgir y aportando algunas soluciones para difundir su uso y aumentar de este modo la participación del alumnado en los procesos educativos. Esta propuesta está fundamentada en los resultados obtenidos en un estudio de casos en que participaron dos centros públicos de la Comunidad Valenciana: a) un grupo de 3º de secundaria con 17 alumnos y b), en una segunda fase, un grupo de 1º de bachillerato con 19 alumnos. El estudio, en que participaron los dos profesores de Educación Física, se desarrolló mediante la recolección de datos cualitativos a través de la observación participante y no participante, entrevistas grupales, cuestionarios de respuesta abierta y recopilación de documentación diversa. A la vista de los resultados, se discuten los problemas surgidos y sus soluciones, como: a) el conflicto que puede generar este tipo de iniciativas, que exigen diálogo y transparencia; b) la falta de tiempo para desarrollar oportunamente dichas innovaciones, que requiere dedicarle más sesiones durante el curso; c) el hecho de no poder cerrar la programación al inicio del curso, lo que se solucionaría con un deseado trabajo en grupo de todo el departamento; y, d) la barrera que supone la falta de formación del profesorado a la hora de afrontar este tipo de innovaciones. En conclusión, se demandan investigaciones colaborativas al respecto.
Abstract. This paper aims to critically describe the process of negotiating the Physical Education curriculum in Secondary Education and Sixth Form, pointing out the problems that may arise and some solutions in order to spread their use and improve students’ participation in their own education process. This proposal is based on the results of a case study carried out in two state schools of Valencia. In a first stage, a group of Year 10 participated with 17 pupils and, in a second phase, a group of Year 12 participated with 19 students. Also, two Physical Education teachers were involved in the study. It was developed by collecting qualitative data through participant and non-participant observation, group interviews, open-answered questionnaires and gathering of different documents. Based on the results, problems encountered and solutions are discussed, such as: a) conflicts from negotiating since it demands dialogue and transparency; b) time to develop innovations properly, considering that more sessions are required during the school year; c) to submit an initial syllabus planning not closed but accessible to changes, which would demand a collaborative work among teachers; d) or adequate teacher training to deal with this type of innovations, which would be more easily accomplished by getting involved in proposals of collaborative research.
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