Prácticas Incluyentes y Excluyentes en La Clase de E F

Revista Educacin Fsica y Deporte, n. 32-2, 2013, Funmbulos Editores 1433

Prcticas incluyentes y excluyentes en la clase de Educacin Fsica1

Inclusive and exclusive practices in Physical Education class

Julin Eduardo Betancur Agudelo2

Recepcin: 01-05-2013 / Modificacin: 20-08-2013 / Aceptacin: 10-10-2013

1 Investigacin realizada por el Grupo de investigacin Mundos Simblicos: Estudios en Motricidad y Educacin de la Universidad de Caldas (Colombia).

2 Licenciado en Educacin Bsica con nfasis en Educacin Fsica, Recreacin y Deporte; Magster en Educacin. Docente ocasional del Departamento de Estudios Educativos. Profesor de la Universidad de Caldas (Colombia), [email protected]

Cmo citar este artculo: Betancur A. Julin E. (2013). Prcticas incluyentes y excluyentes en la clase de Educacin Fsica. En: Revista Educacin fsica y deporte. Vol. 32-2 p.1433-1440

Resumen

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Abstract

7KLVSURFHVVDULVHVIURPWKHREVHUYDWLRQVRIWKHphysical education classes in which practices that FUHDWHLQFOXVLRQDQGH[FOXVLRQZKHUHLGHQWLHG$VVXPLQJWKHVHSURFHGXUHVRXWVLGHRIWKHUHGXF-WLRQLVPGHVLJQHGIRUSHRSOHZLWKGLVDELOLWLHVDQGPDNLQJDGLVFXVVLRQDERXWDVXEVWDQWLYHWKHRU\ZKLFKHPHUJHVIURPUHDOLWLHVRISK\VLFDOHGXFD-WLRQFODVVHVLQWHUPVRILQFOXVLYHDQGH[FOXVLYH

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Keywords: ,QFOXVLRQ([FOXVLRQ3HGDJRJLFDOPractices, Physical Education

Aporte principal

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Objetivos

General

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1434 Instituto Universitario de Educacin Fsica-Universidad de Antioquia

Betancur, J. Prcticas incluyentes y excluyentes en la clase de Educacin Fsica

Especficos

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Contexto de la cuestin

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Revista Educacin Fsica y Deporte, n. 32-2, 1433-1440, 2013, Funmbulos Editores 1435


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Informe del anlisis

Revisin de antecedentes

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Prcticas incluyentes

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a. Metodologa de la clase

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b.Acciones incluyentes

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c. Interaccin social

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d. Condicin fsica

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Prcticas excluyentes

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a. Metodologa de la clase

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b.Acciones excluyentes

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c. Interaccin social

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d. Condicin fsica

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e. Separacin por gnero

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Pedagoga del excluido

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Metodologa empleada

Desarrollo metodolgico (teora fundada desde un enfoque de complementariedad)

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Recoleccin, anlisis y sistematizacin de la informacin

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Tcnicas e instrumentos

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Construccin terica

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Conclusiones

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particularidades de los estudiantes, ya sea disca-SDFLGDGGLYHUVLGDGFXOWXUDORJpQHUR

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Referencias

Bourdieu P (2011). Capital simblico y clases socia-les. En:P Bourdieu& L Wacquant, Estrategias de reproduccin social (pp.199-211). Buenos Aires, Argentina: Siglo XXI.

Cresswell JW (1994). Research design: qualitative & quantitative approaches. USA: Sage Publi-cations.

Foucault M (1993). Historia de la Locura: en la poca clsica I. Bogot, Colombia: Fondo de Cultura Econmica

Freire P (2005). Pedagoga del oprimido, 2 ed. Mexico: Editores S.A. de C.V.

Habermas Jurgen (1999). La inclusin del otro, Estudios de teora poltica. Espaa: Ediciones Paids Ibrica S.A.

+RICHESKY-#OMPAdolescentes e inclu-sin educativa: un derecho en cuestin. Bue-nos Aires Argentina: Centro de Publicaciones Educativas y Material Didctico.

Murcia N, Jaramillo LG(2008). Investigacin cuali-tativa: La complementariedad, 2 ed. Armenia, #OLOMBIA%DITORIAL+INESIS

Skliar C (2007). La Educacin (que es) del Otro: argumentos y desierto de argumentos peda-ggicos. Buenos Aires, Argentina:Centro de Publicaciones Educativas y Material Didctico.

Strauss A, Corbin J (2002). Bases de la investigacin cualitativa: tcnicas y procedimientos para desarrollar la teora fundamentada. Medelln, Colombia: Editorial Universidad de Antioquia.

Zuluaga OL (1999). Pedagoga e Historia: la his-toricidad de la pedagoga. La enseanza, un objeto de saber. Medelln, Colombia: Editorial Universidad de Antioquia.

Prácticas Incluyentes y Excluyentes en La Clase de E F

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