Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile
The main theories of constructivist learning recognize the emotional dimension as an essential component of the educational act, since it is one of the mediating elements in the interpretation and meaning of reality. This perspective has impacted all the disciplines of the curriculum and specificall...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6692
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13513
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8468
https://repositorio.uptc.edu.co/handle/001/13513
- Palabra clave:
- theory of education
formal education
affectivity
pedagogical innovation
cultural environment
teoría de la educación,
educación formal
afectividad
innovación pedagógica,
entorno cultural
théorie de l'éducation
éducation formelle
affectivité
innovation pédagogique
environnement culturel
teoria da educação
educação formal
afetividade
inovação pedagógica
meio cultural
- Rights
- License
- Derechos de autor 2019 Felipe Nicolás Mujica-Johnson, Nelly del Carmen Orellana-Arduiz
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Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile |
| dc.title.es-ES.fl_str_mv |
Emociones en educación física desde la perspectiva constructivista: análisis de los currículos de España y Chile |
| dc.title.fr-FR.fl_str_mv |
Émotions dans l'éducation physique du point de vue constructiviste : analyse du programme d'études de l'Espagne et du Chili |
| dc.title.pt-BR.fl_str_mv |
Emoções em educação física desde a perspectiva construtivista: análise dos currículos na Espanha e no Chile |
| title |
Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile |
| spellingShingle |
Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile theory of education formal education affectivity pedagogical innovation cultural environment teoría de la educación, educación formal afectividad innovación pedagógica, entorno cultural théorie de l'éducation éducation formelle affectivité innovation pédagogique environnement culturel teoria da educação educação formal afetividade inovação pedagógica meio cultural |
| title_short |
Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile |
| title_full |
Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile |
| title_fullStr |
Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile |
| title_full_unstemmed |
Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile |
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Emotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and Chile |
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theory of education formal education affectivity pedagogical innovation cultural environment |
| topic |
theory of education formal education affectivity pedagogical innovation cultural environment teoría de la educación, educación formal afectividad innovación pedagógica, entorno cultural théorie de l'éducation éducation formelle affectivité innovation pédagogique environnement culturel teoria da educação educação formal afetividade inovação pedagógica meio cultural |
| dc.subject.es-ES.fl_str_mv |
teoría de la educación, educación formal afectividad innovación pedagógica, entorno cultural |
| dc.subject.fr-FR.fl_str_mv |
théorie de l'éducation éducation formelle affectivité innovation pédagogique environnement culturel |
| dc.subject.pt-BR.fl_str_mv |
teoria da educação educação formal afetividade inovação pedagógica meio cultural |
| description |
The main theories of constructivist learning recognize the emotional dimension as an essential component of the educational act, since it is one of the mediating elements in the interpretation and meaning of reality. This perspective has impacted all the disciplines of the curriculum and specifically that of Physical Education, which is a very special subject, since it requires learners to be involved in all its dimensions, where in addition the social exposure is usually a very common situation. Given this scenario, elements of the Spanish and Chilean curriculums have been analyzed, with the aim of describing the incorporation and systematization of emotions, understanding that this measure is fundamental to guarantee a comprehensive education. From this analysis, it can be said that the Spanish educational legislation has systematized different competences that include that dimension, while the Chilean legislation has incorporated attitudinal objectives that include the affective dimension, but no rigorous programming is appreciated. Therefore, it is concluded that there is a need to open a debate on integral education in Chile. |
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2019 |
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2024-07-05T19:04:30Z |
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2024-07-05T19:04:30Z |
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2019-09-14 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6692 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8468 10.19053/22160159.v10.n25.2019.8468 |
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Derechos de autor 2019 Felipe Nicolás Mujica-Johnson, Nelly del Carmen Orellana-Arduiz |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 297-319 |
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Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 297-319 |
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Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 297-319 |
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Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 297-319 |
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Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 297-319 |
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2019-09-142024-07-05T19:04:30Z2024-07-05T19:04:30Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/846810.19053/22160159.v10.n25.2019.8468https://repositorio.uptc.edu.co/handle/001/13513The main theories of constructivist learning recognize the emotional dimension as an essential component of the educational act, since it is one of the mediating elements in the interpretation and meaning of reality. This perspective has impacted all the disciplines of the curriculum and specifically that of Physical Education, which is a very special subject, since it requires learners to be involved in all its dimensions, where in addition the social exposure is usually a very common situation. Given this scenario, elements of the Spanish and Chilean curriculums have been analyzed, with the aim of describing the incorporation and systematization of emotions, understanding that this measure is fundamental to guarantee a comprehensive education. From this analysis, it can be said that the Spanish educational legislation has systematized different competences that include that dimension, while the Chilean legislation has incorporated attitudinal objectives that include the affective dimension, but no rigorous programming is appreciated. Therefore, it is concluded that there is a need to open a debate on integral education in Chile.Las principales teorías del aprendizaje constructivista reconocen la dimensión emocional como un componente esencial del acto educativo, ya que es uno de los elementos mediadores en la interpretación y significación de la realidad. Esta perspectiva ha impactado en todas las disciplinas del currículo y en específico en la educación física, que es una asignatura bastante especial, ya que exige a los educandos involucrarse en la totalidad de sus dimensiones, en donde además la exposición social suele ser una situación muy común. Ante este escenario, se han analizado elementos del currículo español y chileno, con la finalidad de describir la incorporación y sistematización de las emociones, entendiendo que esta medida es fundamental para garantizar una educación integral. A partir de este análisis, se puede indicar que la legislación educativa española ha sistematizado diferentes competencias que incluyen aquella dimensión, mientras que la legislación chilena ha incorporado objetivos actitudinales que asocian la dimensión afectiva, pero no se aprecia una programación rigurosa. Por lo tanto, se concluye que existe una necesidad de abrir un debate en torno a la educación integral en Chile.Les principales théories de l’apprentissage constructiviste reconnaissent la dimension émotionnelle comme une composante essentielle de l’acte éducatif, car c’est l’un des éléments médiateurs de l’interprétation et du sens de la réalité. Cette perspective a eu un impact sur toutes les disciplines du programme d’études et en particulier celle de l’éducation physique, qui est une matière très spéciale, car elle exige que les apprenants soient impliqués dans toutes ses dimensions, où l’exposition sociale est en outre une situation très courante. Dans ce scénario, des éléments du programme d’études espagnol et chilien ont été analysés, dans le but de décrire l’incorporation et la systématisation des émotions, sachant que cette mesure est fondamentale pour garantir une éducation complète. Il ressort de cette analyse que la législation éducative espagnole a systématisé différentes compétences englobant cette dimension, tandis que la législation chilienne a incorporé des objectifs comportementaux associant la dimension affective, mais aucune programmation rigoureuse n’est appréciée. Par conséquent, il est conclu qu'il est nécessaire d'ouvrir un débat sur l'éducation intégrale au Chili.As principais teorias da aprendizagem construtivista reconhecem a dimensão emocional como um componente essencial do ato educativo, já que é um dos elementos mediadores na interpretação e significação da realidade. Esta perspectiva tem impactado em todas as disciplinas do currículo, e em específico na educação física, que é uma matéria bastante especial, já que exige aos educandos envolver-se na totalidade de suas dimensões, em onde ademais a exposição social costuma ser uma situação muito comum. Ante este cenário, têm-se analisado elementos dos currículos espanhol e chileno, com a finalidade de descrever a incorporação e sistematização das emoções, entendendo que esta medida é fundamental para garantir uma educação integral. A partir desta análise, pode-se indicar que a legislação educativa espanhola tem sistematizado diferentes competências que incluem aquela dimensão, enquanto a legislação chilena tem incorporado objetivos atitudinais que associam a dimensão afetiva, mas não se aprecia uma programação rigorosa. Por conseguinte, conclui-se que existe uma necessidade de abrir um debate em torno da educação integral no Chile.application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8468/8400https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8468/9100https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8468/9101https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8468/10338Derechos de autor 2019 Felipe Nicolás Mujica-Johnson, Nelly del Carmen Orellana-Arduizhttp://purl.org/coar/access_right/c_abf193http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 297-319Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 297-319Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 297-319Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 297-319Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 297-3192462-86032216-0159theory of educationformal educationaffectivitypedagogical innovationcultural environmentteoría de la educación,educación formalafectividadinnovación pedagógica,entorno culturalthéorie de l'éducationéducation formelleaffectivitéinnovation pédagogiqueenvironnement culturelteoria da educaçãoeducação formalafetividadeinovação pedagógicameio culturalEmotions in physical education from the constructivist perspective: analysis of the curriculums of Spain and ChileEmociones en educación física desde la perspectiva constructivista: análisis de los currículos de España y ChileÉmotions dans l'éducation physique du point de vue constructiviste : analyse du programme d'études de l'Espagne et du ChiliEmoções em educação física desde a perspectiva construtivista: análise dos currículos na Espanha e no Chileinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6692http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a276http://purl.org/coar/version/c_970fb48d4fbd8a85Mujica, Felipe NicolásOrellana, Nelly del Carmen001/13513oai:repositorio.uptc.edu.co:001/135132025-07-18 11:43:55.176metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |