El tratamiento que tradicionalmente se le ha atribuido al cuerpo en las instituciones educativas ha quedado reducido al campo motriz a través de la enseñanza de una disciplina curricular, la Educación Física, que se ha caracterizado por ser una asignatura mecanicista y técnica, influenciada por la cultura racionalista hegemónica que predomina en la sociedad occidental. En este artículo comenzamos recorriendo las principales concepciones históricas del cuerpo para, a partir de un análisis crítico del mismo en el ámbito educativo, proponer la reconsideración del valor pedagógico de lo corporal a través de la concepción de corporeidad. Desde esta mirada, el propósito de esta reflexión será mostrar y comprender la importancia de ‘incorporar’ los posibles progresos teóricos y prácticos sobre corporeidad, con la finalidad de lograr un acercamiento hacia una educación integral y holística, así como romper con los enfoques más tradicionales del cuerpo que siguen instaurados en el ámbito educativo y reproducidos a través de la Educación Física.Abstract: The treatment traditionally attributed to the body in educational institutions has been reduced to the motor field through the teaching of a curricular discipline, Physical Education, which has been characterized as a mechanistic and technical subject, influenced by culture hegemonic domination in Western society. In this paper, we begin by going through the main historical conceptions of the body to, from a critical analysis of it in the educational field, propose the reconsideration of the pedagogical value of the corporal through the conception of corporeity. From this perspective, the purpose of this reflection will be to show and understand the importance of 'incorporating' possible theoretical and practical developments on body and corporeity, with the aim of achieving an approach towards an integral and holistic education, as well as breaking away from the approaches more traditional body that remain established in the educational field and reproduced through Physical Education.
El objetivo de este estudio fue analizar la influencia estimada del clima motivacional percibido, las creencias implícitas de habilidad y la motivación intrínseca sobre la propensión a la experiencia autotélica en el ejercicio físico. 727 practicantes (402 hombres y 325 mujeres), con edades comprendidas entre los 16 y 78, respondieron a diferentes cuestionarios. Los resultados del modelo de ecuaciones estructurales revelaron que el clima tarea predecía positivamente la creencia incremental, la motivación intrínseca y la experiencia autotélica, mientras que el clima ego predecía positivamente la creencia de entidad. La creencia incremental predecía positivamente la motivación intrínseca, mientras que la creencia de entidad la predecía negativamente. La motivación intrínseca predecía positivamente la experiencia autotélica. El modelo fue invariante por sexo. Los resultados son discutidos de acuerdo a la importancia que puede jugar el personal de los centros deportivos para promover una práctica física continuada.
Based on the theory of planned behaviour and self-determination theory, the objective of the present study was to analyse the relationship between (i) parents’ and peers’ autonomy support, and (ii) exercise intention in adolescents, while also considering the mediating role of attitude, control, subjective norms, and descriptive norms. A total of 428 secondary school students, aged between 13 and 19 years old (Mage = 15.30, SD = 1.15), filled in a questionnaire assessing the variables of interest. The relationships between the study variables were examined through a mediation model with bootstrapping technique (20,000 samples) using Mplus v. 7 software. The results showed that the perception of parents’ autonomy support was positively and statistically significant associated with exercise intention; this occurring indirectly through attitude and control both in boys and girls, as well as through subjective norms in the case of girls. Conversely, the perception of peers’ autonomy support was positively and statistically significant associated with exercise intention; this occurring directly both in boys and girls, as well as indirectly through attitude in the case of girls. These findings suggest that, by involving a form of pressure (i.e., subjective/descriptive norms), perceptions of autonomy support may play a more important role than other forms of social influence in predicting exercise intention in adolescents.
O objetivo deste artigo é mostrar, através de um único estudo de caso, como a discrepância entre a imagem corporal do magro ideal e o real pode estimular os processos de formação do sujeito neoliberal. O instrumento de coleta de informações foi a entrevista qualitativa, aberta e semiestruturada. Os resultados mostram como a imagem corporal do ideal magro pode funcionar como uma tecnologia de potência, exibindo um corpo ideal normalizado e homogêneo que estimula processos reflexivos críticos sobre si mesmo, processsos que podem levar a práticas de transformação do próprio corpo, contribuindo para a construção do corpo, contribuido para a construção de sujeitos sensíveis ao impulso neoliberal. Por fim, fornecemos algumas implicações pedagógicas para o desenvolvimento de tecnologias libertadoras de si voltadas para o autoconhecimento e o aumento da consciência crítica.
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