Eco–motricity: An epistemic turn to re–thinking physical education in Chile
DOI:
https://doi.org/10.14198/jhse.2021.161.09Keywords:
Eco-motricity, Physical education, Environmental crisis, Environmental educationAbstract
The main purpose of this paper is to stress the epistemic and ontological proposal of the physical education. Subsequently, and using a critical reflection approach in the context of climate change and environmental crisis, the Eco-motricity proposal is presented, which represent an epistemic turn into the discipline and, in consequence, a didactic which consider the construction of a new ethic and relationships among individuals. Finally, challenges, new pathways and questions in the physical education research and the practices in the school are proposed.
Downloads
References
Arendt, H. (2000). La condición humana. Barcelona: Paidos.
Boff, L. (2000). La dignidad de la tierra: ecología, mundialización, espiritualidad. La emergencia de un nuevo paradigma. (1ª ed.). Madrid: Trotta.
Boff, L. (2005). Ecología: grito de terra, grito dos pobres. Rio de janeiro: ed. Sextante.
Boff, L, Valderrey, J. (2017). Una ética de la madre tierra. Cómo cuidar la casa común. Madrid: Trotta.
Cardenal, H. (1989). Cántico cósmico. Managua: nueva Nicaragua.
Castoriadis, C. (1997). Imaginar lo imposible. Buenos Aires: Eudeba.
Comisión curricular, UACH. (2008). Modelo educacional y enfoque curricular de la universidad austral de chile. Valdivia: Ediciones UACH.
Dussel, E, et al. (2003). Alguns principios para uma ética ecológica material de libertaçâo. En por um mundo diferente. Alternativas para el marcado global. Petropolis: Editora Vozes.
Dussel, E, et al. (2015). Filosofías del sur. Descolonización y transmodernidad. Madrid: Akal.
Estermann, J. (2008). Si el sur fuera el norte. Chakanas interculturales entre andes y occidente. Quinto: Abya Yala.
Francisco, Papa (2015). Laudato si. Carta encíclica. Retrieved at 18.03.18 from http://w2.vatican.va/content/francesco/es/encyclicals/documents/papa-francesco_20150524_enciclica-laudato-si.html
Freire, P.; Faúndez, A. (2012). Por una pedagogía de la pregunta. Barcelona: siglo XXI.
Freman, W. (2007). Dinámicas no lineales e intecionalidad. El rol de las teorias cerebrales en las ciencias de la mente. En Ibañez, A. y Cosmelli, D. (edit.), Nuevos enfoques de la cognición. Redescubriendo la dinámica de la acción, la intención y la subjetividad. Santiago de chile. Ediciones UDP. 27-53.
Gobierno de Chile (2017). Plan de Acción Nacional de Cambio Climático 2017-2022. Santiago: Gobierno de Chile.
Gruppe, o. (1976). Teoría pedagógica de le educación física. Buenos aires: Stadium.
Hill, A., & Brown, M. (2014). Intersections between place, sustainability and transformative outdoor experiences. Journal of Adventure Education and Outdoor Learning, 14(3), 217–232. https://doi.org/10.1080/14729679.2014.918843
Hein, r. (1997). Materiale erfahrung und umwelterzihung. En Balz, e. y Neumann, P. (edit.). Wie pädagogisch soll der schulsport sein. Schorndorft: Hoffmann Verlag.
Henry, M. (2001). Encarnación. Una filosofía de la carne. Salamanca: Ediciones Sígueme.
Illich, I. (2006). Obras reunidas. Volumen ii. Ciudad de mexico: Fondo de cultura económica.
Jonas, H. (2015). El principio de responsabilidad. Ensayo de una ética para la civilización tecnológica. Barcelona: Herder. https://doi.org/10.2307/j.ctvt9k2sz.3
Lakatos, I. (1983). Metodología de los programas científicos. Madrid: Alianza Editorial.
Locke, J. (1963). Some thoughts concerning education. London: Sage.
Lovelock, J. Y otros (1993). Gaia implicaciones de una nueva biología. Barcelona: Kairos, 3ª edición.
Luhrs, O. (2018). Leave no trace urban program. Libro Handbook of research on education for participative citizenship and global prosperity. Editores Pineda-alfonso, J., Alba-Fernández, N. y Navarro-Medina, E. (Universidad de Sevilla, España). 2018.
Maniates, M. (2017). Más allá de lo puramente académico. Educación superior para un mundo en postcrecimiento. En Worldwacht Institut (editores). Educación ecosocial. Cómo educar frente a la crisis ecológica. Madrid: icaria editorial.
Noë, A. (2004). Action in perception. Massachusetts: Mit Press.
Maturana, H. y Varela, F. (1986). El árbol del conocimiento. Santiago: Ediciones Universitarias.
Maturana, H. y Davila, X. (2015). El árbol del vivir. Santiago de Chile. Mvp Editores.
Merleau-Ponty, M. (2000). Fenomenología de la percepción. Barcelona: Península.
Ministerio del Medio Ambiente de Chile (2017). Informe Final Encuesta Nacional de Medio Ambiente y Cambio Climático. Santiago: Facultad de Ciencias Sociales, Universidad de Chile.
Ministerio del Medio Ambiente de Chile (2017). Manual del Sistema Nacional de Certificación Ambiental de Establecimientos Educacionales. Santiago: Ministerio del Medio Ambiente.
Quay, J. (2015). Understanding life in school: From the academic classroom to outdoor education. New York, NY : Palgrave Macmillan.
Quay, J. (2016). Outdoor education and school curriculum distinctiveness: More than content, more than process. Journal of Outdoor and Environmental Education, 19(2), 42–50. https://doi.org/10.1007/bf03400993
Ruiz de la Rosa, C. (2003). ¿Qué es la terapia gestalt? En b. Bassán (comp). Terapia gestalt: recopilación de artículos y demás (pp.12-18).
Sapiains, R. (2010). El dilema del castor. Santiago: Andros.
Sapiains A. R., Ugarte Caviedes, A. M. y Aldunce, P. (2017). Los significados de la participación para el cambio climático en Chile. Ambiente y Desarrollo, 21(41), 43-60. https://doi.org/10.11144/javeriana.ayd21-41.spcc
Sérgio, M. (1999). Um corte epistemológico: da educacao física á motricidade humana. Lisboa: Instituto Piaget.
Sérgio, O.; Toro, S. (2005) Hacia un paradigma de la motricidad humana. Consentido. Colección en-acción. Ed. De la Universidad del Cauca. Popayan.
Thompson, E. (2007). Mind in life. Biology, phenomenology and sciences of mind. Cambridge: Harvard University Press.
Toro, S. (2008). Memoria y evolución, pilares de una educación consciente desde la motricidad humana. Revista profissao docente vol. 7 n° 16.
Toro, S. (2009). Ecos de vida y motricidad desde la experiencia austral. Belem do pará: editorial UEB.
Toro, S. y Luhrs, O. (2012). La universidad austral de chile entre el accionar y el reaccionar: una mirada desde la ecomotricidad, en Leme, P. Et al (coord.) Visiones y experiencias ibero-americanas de sustentabilidad en las universidades. Sao paulo: agencia española de cooperación internacional para el desarrollo.
Toro, S. y Valenzuela, P. (2012). De la acción a la enacción. Más allá del movimiento y de la educación física. Estudios pedagógicos. Especial nº 1: p.211-230. https://doi.org/10.4067/s0718-07052012000400012
Toro, S. (2017a). Ecomotricidad y buen vivir: aproximaciones desde el abya yala. En anales del VII Coloquio de investigación cualitativa en motricidad humana: ecomotricidad y buen vivir. San carlos spqmh: 602-613.
Toro, S. (2017b). Motricidad, en-acción y fenomenología: la articulación conceptual de la existencia. Motricidades, v1,n1: 78-90. https://doi.org/10.29181/2594-6463.2017.v1.n1.p78-90
Trigo, S. y Pelaez, H. (2007). Aportes de la motricidad humana a la educación física. In motricidad y persona (1º ed., vol. 1, pp. 9-45). Santiago de chile: Universidad Central.
Trigo, E. (2007). Motricidad, creatividad y ludísmo. Colección en-acción. Ed. De la universidad del Cauca. Popayan.
Trigo, E.; Sérgio, M.; Genú, M.; Toro, S. (2012). Motricidad humana: una mirada retrospectiva. Colombia: Léeme.
Varela, F. (1994). El círculo creativo. Esbozo histórico-natural de la reflexividad. En Watzlawick, P. La realidad inventada. ¿Cómo sabemos lo que creemos saber?. Barcelona: Gedisa.
Varela, F. (2003). La habilidad ética. Madrid: Debate.
Varela, F. (2016). El fenómeno de la vida. Santiago de chile: JC Sáez. 3ª edición.
Wattchow, B. (2016). Socioecological educator. Australia: Springer.
Zubiri, X. (1986). Sobre el hombre. Madrid: Alianza.
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
