scholarly journals Un estudio exploratorio de la identidad nacional de los alumnos del nivel 900 de pedagogía en historia y geografía y de educación física de la Universidad Católica Silva Henríquez.

2014 ◽  
pp. 109
Author(s):  
Carmen Alcaide García
Keyword(s):  
National Identity ◽  
Physical Education ◽  
Phenomenological Method ◽  
Structured Interviews ◽  
Identidad Nacional ◽  
Palabras Clave ◽  
Symbolic Value ◽  
Identity Representation ◽  
Training Programmes ◽  
Eidetic Intuition

Resumen En el estudio que se presenta se exploraron, a través del método cualitativo en su vertiente fenomenológica husserliana, los contenidos de la representación de identidad nacional que tienen los estudiantes de Pedagogía en Historia y Geografía y Educación Física, del nivel 900, de la Universidad Católica Cardenal Silva Henríquez, así como las variables que inciden en la elaboración de dichas representaciones, cuyos rasgos fundamentales son la suspensión de la aceptación de todos los prejuicios y preconceptos del objeto o tema considerado, para observarlo sólo en sí mismo y extraer la significación fundamental del tema o del objeto estudiado, es decir, a lo que Husserl denomina “intuición eidética”. Del análisis de las entrevistas semi-estructuradas que se aplicaron se pudo concluir que la representación de identidad nacional es una construcción en la que intervienen factores de carácter natural, históricos, políticos, educativos, religiosos, deportivos, económicos, simbólicos, valóricos y locales. Palabras clave: representación de identidad nacional; Pedagogía en Historia y Geografía y Educación Física, del nivel 900, de la Universidad Católica Cardenal Silva Henríquez; intuición eidética An exploratory study on the national identity of fifth-year students from the History and Geography and the Physical Education teaching training programmes of Universidad Católica Silva Henríquez Abstract This study uses a qualitative Husserlian phenomenological method to explore the contents of national identity representations of fifth-year students from the History and Geography and the Physical Education teaching training programmes of Universidad Católica Silva Henríquez. It also tackles the variables which influence the elaboration of such representations and their main characteristic which is the end of the acceptance of all prejudices and misconceptions about an object or subject in order to observe it by itself and obtain its fundamental signification, what Husserl calls “eidetic intuition”. Semi-structured interviews were applied and analysed to conclude that national identity representation is a social construction influenced by natural, historical, political, educational, religious, sports, economic, symbolic, value-related and local factors. Keywords: National Identity Representation; Fifth-year History and Geography and the Physical Education teaching training programmes of Universidad Católica Silva Henríquez; Eidetic Intuition

scholarly journals AS MINAS GERAIS DO SÉCULO XVIII: IDENTIDADE NACIONAL E FORMAÇÃO TERRITORIAL SOB O OLHAR DE CLÁUDIO MANUEL DA COSTA

2020 ◽  
Vol 15 (01) ◽  
pp. 130-155
Author(s):  
Kárita de Fátima Araújo
Keyword(s):  
National Identity ◽  
Literary Text ◽  
Minas Gerais ◽  
Xviii Century ◽  
Identidad Nacional ◽  
Palabras Clave ◽  
The World ◽  
The Look ◽  
Do So

Este trabalho, fruto da dissertação de Mestrado, tem como objetivo resgatar e compreender o modo pelo qual se processou a construção da identidade nacional e a formação territorial brasileira no contexto das Minas Gerais do século XVIII, buscou-se, desta feita, fazê-lo à luz das obras literárias dos poetas inconfidentes. Nesse sentido, a obra Vila Rica de Cláudio Manuel da Costa cumpre o papel de aliar Geografia e Literatura ao possibilitar o diálogo entre as manifestações artísticas do poeta e os componentes espaciais e temporais que compuseram a sociedade mineira do século XVIII. Para alcançar o objetivo proposto, foi fundamental analisar alguns elementos, tais como, o conceito de sertão e sua condição de ocupação e isolamento para o período, diretamente relacionado ao desenvolvimento e decadência do chamado “ciclo do ouro”, além da formação daquela sociedade e do estabelecimento de uma “identidade nacional”, responsáveis por delinear para as Minas Gerais a possibilidade de compor uma nação independente de Portugal. Desta forma, o enredo literário permitiu observar qual compreensão do intelectual Cláudio Manuel da Costa acerca daquele aquele espaço e tempo. Sua visão do mundo refletiu-se nas entrelinhas do texto literário, revelando percepções, opiniões e posições diferenciadas acerca daquela realidade, aspectos fundamentais do processo de construção da nacionalidade e da territorialidade brasileiras. Palavras-chave: Geografia; Literatura; Vila Rica.   THE MINAS GERAIS OF THE XVIII CENTURY: NATIONAL IDENTITY AND TERRITORIAL TRAINING UNDER THE LOOK OF CLÁUDIO MANUEL DA COSTA Abstract This work, the result of the dissertation of Master, aims to rescue and understand the way in which the construction of the national identity and the Brazilian territorial formation in the context of the Minas Gerais of the XVIII century was processed, this time it was sought to do so in the light of the literary works of the poets of the Inconfidência Mineira. In this sense, the book Vila Rica by Cláudio Manuel da Costa fulfills the role of allying Geography and Literature by enabling the dialogue between the artistic manifestations of the poet and the spatial and temporal components that composed the mining society of the eighteenth century. To reach the proposed objective, it was fundamental to analyze some elements, such as the concept of sertão and its condition of occupation and isolation for the period, directly related to the development and decay of the so-called "gold cycle", besides the formation of that society and of the establishment of a "national identity", responsible for outlining for Minas Gerais the possibility of composing an independent nation of Portugal. In this way, the literary plot allowed to observe what understanding of the intellectual Cláudio Manuel da Costa about that space and time. His vision of the world was reflected in the lines of the literary text, revealing different perceptions, opinions and positions about that reality, fundamental aspects of the process of construction of Brazilian nationality and territoriality. Keywords: Geography; Literature; Vila Rica.   LAS MINAS GERAIS DEL SIGLO XVIII: IDENTIDAD NACIONAL Y FORMACIÓN TERRITORIAL BAJO LA MIRADA DE CLÁUDIO MANUEL DA COSTA Resumen Este trabajo, el resultado de la tesis de Maestría, pretende rescatar y entender la forma en la que demandó la construcción de la identidad nacional y la formación territorial de Brasil en el contexto de las Minas Gerais del siglo XVIII, se buscó, esta vez, lo hacen a la luz de las obras literarias de poetas de la Inconfidência Mineira. En este sentido, el trabajo de Vila Rica de Cláudio Manuel da Costa desempeña el papel de la combinación de Geografía y Literatura para facilitar el diálogo entre las expresiones artísticas del poeta y los componentes espaciales y temporales que componían la sociedad minera del siglo XVIII. Para lograr el objetivo propuesto, que era esencial para analizar algunos elementos, tales como el concepto de zona de influencia y su condición de ocupación y aislamiento para el período, directamente relacionada con el desarrollo y la decadencia de la "fiebre del oro", además de la formación de que la sociedad y el establecimiento de una "identidad nacional", responsable del diseño de Minas Gerais, la posibilidad de componer una nación independiente de Portugal. De este modo, la trama literaria ha observado que la comprensión intelectual de Cláudio Manuel da Costa acerca de aquél espacio y el tiempo. Su visión del mundo se refleja en las líneas del texto literario, que revela las percepciones, opiniones y posiciones diferentes sobre esa realidad, los aspectos fundamentales del proceso de construcción de la nacionalidad y territorialidad brasileñas. Palabras clave: Geografía; Literatura; Vila Rica.

scholarly journals Dislocaciones, hegemonización discursiva e identidad. Una lectura de Memoria Visual de una Nación desde el post-marxismo de Laclau y Mouffe

2016 ◽  
Vol 22 ◽  
pp. 100
Author(s):  
Hernan Cuevas Valenzuela
Keyword(s):  
National Identity ◽  
Cultural Studies ◽  
Cultural Production ◽  
Visual Memory ◽  
Meaning Making ◽  
Discourse Theory ◽  
Identidad Nacional ◽  
Ernesto Laclau ◽  
Palabras Clave ◽  
Traumatic History

<p><em></em>Este artículo presenta un análisis del mural titulado Memoria Visual de una Nación (MVN), y en particular de su panel Los Conflictos, del reconocido artista chileno Mario Toral. Este análisis aplica algunos de los conceptos claves de la teoría del discurso post-fundacional y post-marxista (TDPP) de Ernesto Laclau e intenta probar su utilidad para el análisis cultural.  La representación de acontecimientos divisivos en MVN plantea las siguientes preguntas: ¿por qué Toral incluye temas conflictivos en un mural que representa la identidad nacional y memoria? Y, ¿cómo enfrentó Toral el problema de representar la identidad nacional ante una historia traumática? El artículo primero se ocupa de la interconexión entre la producción de significado y el contexto político y social, y aborda luego la tensión entre la producción cultural y política hegemónica.</p><p>Palabras clave: cultural studies, teoría del discurso, identidad, sociedad dividida /trauma, politica chilena, Ernesto Laclau, Mario Toral.</p><p> </p><p> </p><p><em>Dislocations, discursive hegemonization and identity, A reading of</em> Memoria Visual de una Nación <em>from the view point of postmarxism of Laclau and Mouffe</em> </p><p><em>This article presents an analysis of the mural entitled Memoria Visual de una Nación (Visual Memory of a Nation) with a focus on its panel Los Conflictos (The Conflicts), by the renowned Chilean artist Mario Toral. This analysis applies some of the key concepts of Ernesto Laclau’s post-fundaitional and post-marxist discourse theory to a Cultural Studies problematic. The representation of divisive events in MVN raises the following questions: Why did Toral include conflictive issues in a mural representing national identity and memory? And, how did Toral deal with national identity and its demand for unity when faced with a divisive and traumatic history? The article deals first with the interconnectedness of meaning-making, social, and political context and then addresses the tension between the realm of cultural production and hegemonic politics. </em><br /><em></em></p><p><em>Keywords: cultural studies, discourse theory, identity, divided society/trauma, politics, Ernesto Laclau, Mario Toral.</em></p><p> </p>

Doping Practices, Knowledge of Anti-Doping Control and Roles of Physical Education Teachers in Anti-Doping Education

2020 ◽  
pp. 173-186
Author(s):  
Emmanuel Aboagye ◽  
Kofi Nyantakyi Appiah ◽  
Joseph Anthony Yawson
Keyword(s):  
Physical Education ◽  
Student Athletes ◽  
Doping Control ◽  
Western World ◽  
Table Tennis ◽  
Structured Interviews ◽  
Additional Information ◽  
In Doping ◽  
Training Programmes

The role of coaches in promoting anti-doping education among athletes is well researched in the western world. The present study examined the role of Physical Education (P.E.) teachers in anti-doping education in Ghana under doping practices, knowledge of anti-doping control and the importance of doping education in training programmes among student-athletes. Semi-structured interviews involving eleven P.E. teachers aged 31-46 who coached all the sporting disciplines in Senior High Schools-football, handball, netball, hockey, volleyball, table tennis, badminton and athletics were conducted. Based on the preliminary results, additional information was requested from 10 student-athletes on the use of doping products and the harmful effects. The interviews were transcribed, and the data were analysed thematically. The findings revealed that although coaches and athletes are aware of the effects of doping, the effort to promote anti-doping education have been met with resistance as students claimed P.E. teachers are not health professionals. To be recognised as the best, P.E. teachers were also found culpable of aiding students to use banned performance-enhancing drugs during competitions. A worrying picture of the present study is the sale of drugs to people especially the youths without prescriptions. This has not led only to loss of lives, but to an increase in doping cases, as students can easily have access to drugs that can be used in doping. The present study proposes recommendations and suggestions to the political stakeholder, based on its findings.

scholarly journals Why Some join in and Others don’t: Embodied Experiences of Male Students in Physical Education at a Saudi High School

2020 ◽  
Vol 4 (1) ◽  
pp. 529-556
Author(s):  
Majed Eid Alharbi ◽  
Keyword(s):  
Social Capital ◽  
Physical Education ◽  
Qualitative Data ◽  
Physical Capital ◽  
Male Students ◽  
Structured Interviews ◽  
Privileged Status ◽  
Embodied Experiences ◽  
Symbolic Value

Drawing on Bourdieu’s concepts of bodily habitus, social capital, and physical capital, the purpose of this qualitative case study is to develop a better understanding of Saudi youth bodily dispositions that influence their experiences in physical education. The paper reports on qualitative data generated by observation as well as semi-structured interviews with 27 boys between the ages of 15 and 20. Family, neighborhood friends and peers have been found to be essential factors in shaping boys’ attitudes towards and experiences in PE. The production and conversion of physical capital to other forms of capital (e.g. social capital) is notable among students who are physically skillful, helping them to earn a more socially and academically privileged status. Students who are not skillful and come from constraining family circumstances (social/financial) are less able to distinguish themselves and may experience marginalization. This paper finds that a student’s sporting body is considered as an example of symbolic value (capital) and gives an account of how such bodies, and such values, are (re) produced.

scholarly journals Prevención y resolución del conflicto en educación física desde la perspectiva del alumnado (Conflict prevention and resolution in physical education according to pupils’ perspective)

Retos ◽  
2015 ◽  
pp. 162-167
Author(s):  
Montse Martín Hocajo ◽  
Oriol Ríos González
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Learning Communities ◽  
Conflict Prevention ◽  
Model Design ◽  
National Plan ◽  
Structured Interviews ◽  
Community Model ◽  
Palabras Clave ◽  
Physical Activity Classes

En este artículo se presenta la perspectiva del alumnado en relación a la prevención y resolución del conflicto en las clases de educación física en seis centros educativos que se constituyen como Comunidades de Aprendizaje. Para ello se ha analizado un cuestionario (n=184) y seis relatos de vida con alumnado de quinto y sexto de primaria. Los resultados nos indican que el alumnado es consciente de  la necesidad de dialogar con el profesorado, el voluntariado y los familiares para confeccionar, aplicar y sancionar, cuando es necesario, las conductas y normas de convivencia en la Comunidad. Estos resultados son parte de la investigación Juega, dialoga y resuelve: la superación de conflictos en Educación Física mediante el modelo comunitario. Diseño de un programa específico para comunidades de aprendizaje (Plan Nacional I+D+i 2007-2009).Palabras clave: Perspectiva alumnado, prevención de conflictos, modelo comunitario, educación física.Abstract: The aim of this article is to present the pupils’ perspective on conflict prevention and resolution in Physical Activity classes in six learning communities. Regarding to this overall goal a survey with 184 participants have been administered and issue six semi-structured interviews with pupils were carried out to fifth and six grade. Overall the results confirm that pupils are aware of the need to dialogue with teachers, volunteers and family members in order to put in place norms to co-exist and the need to apply these in the learning communities.  This would strongly contribute to solve and prevent conflict. These results belong to the research «Juega, dialoga y resuelve: la superación de conflictos en Educación Física mediante el modelo comunitario. Diseño de un programa específico para comunidades de aprendizaje [Play, dialogue and solve: the overcoming of conflicts in Physical Education through the community model. Design of a specific program for learning communities] (I+D+i National Plan 2007-2009)Key words: Pupils’ perspective, conflict prevention, community model, physical education.

scholarly journals O IHGB E A NOÇÃO TROPICAL DO BRASIL: a busca pelos “Alegres Trópicos”

2020 ◽  
Vol 14 (01) ◽  
pp. 30-57
Author(s):  
Luis Fernando Tosta Barbato
Keyword(s):  
Nineteenth Century ◽  
National Identity ◽  
Tropical Climate ◽  
Positive Element ◽  
National Pride ◽  
Identidad Nacional ◽  
Palabras Clave ◽  
Siglo Xix ◽  
The Tropics

O que pretendemos neste artigo é mostrar como os trópicos foram tratados pelos membros do Instituto Histórico e Geográfico Brasileiro de maneira a configurarem como elemento positivo, e assim, integrar-se como uma das bases da construção da identidade nacional brasileira. A partir da análise dos artigos publicados nas revistas do IHGB do século XIX, poderemos observar como o clima tropical, mesmo sendo objeto de detração na Europa, foi ressaltado como elemento capaz de despertar o orgulho nacional brasileiro. Palavras-chave: Clima Tropical; IHGB; Historiografia.   THE IHGB AND TROPICAL NOTION OF BRAZIL: the search for the "Alegres Trópicos" Abstract Our intention in this article is to show how the tropics have been treated by members of the Instituto Histórico e Geográfico Brasileiro in order to be configured as a positive element, and thus be integrated as one of the bases of the construction of Brazilian national identity. From the analysis of articles published in journals from IHGB the nineteenth century, we can observe how the tropical climate, even though detraction object in Europe, was highlighted as an element capable of awakening the Brazilian national pride. Keywords: Tropical Climate; IHGB; Historiography.   EL IHGB Y LA NOCIÓN TROPICAL DE BRASIL: la búsqueda por los "Alegres Trópicos" Resumen Nuestra intención en este artículo es mostrar cómo los trópicos han sido tratados por los miembros del Instituto Histórico e Geográfico Brasileiro, con el fin de ser tratado como un elemento positivo, y por lo tanto, ser integrado como una de las bases de la construcción de la identidad nacional brasileña. A partir del análisis de los artículos publicados en las revistas del IHGB el siglo XIX, podemos observar cómo el clima tropical, a pesar de la detracción en Europa, se destacó como un elemento capaz de despertar el orgullo nacional brasileño. Palabras-clave: Clima Tropical; IHGB; Historiografía. 

scholarly journals O ENSINO DE HISTÓRIA E O MANUAL DIDÁTICO DE JOAQUIM MANOEL DE MACEDO NO INÍCIO DA REPÚBLICA BRASILEIRA (1889-1940)

Roteiro ◽  
2016 ◽  
Vol 41 (2) ◽  
pp. 431
Author(s):  
Lílian Bárbara Cavalcanti Cardoso ◽  
Roseane Maria de Amorim ◽  
Rosemeire Reis
Keyword(s):  
National Identity ◽  
Teaching Practices ◽  
Traditional View ◽  
History Teaching ◽  
School Practices ◽  
Identidad Nacional ◽  
The Past ◽  
Palabras Clave ◽  
Contemporary Education

<p><strong>Resumo</strong>: Buscamos, neste trabalho, compreender as origens das práticas escolares contidas no Ensino de História, por intermédio da análise do livro <em>Lições de História do Brasil</em>, de Joaquim Manoel de Macedo. Realizamos um estudo acerca do postulado histórico do Ensino de História, partindo do pressuposto de que a constituição da História como disciplina é de extrema importância para entendermos a persistência de certas práticas de ensino que se tornaram tradição nessa disciplina e promovem o fracasso dos alunos, que a rotulam como matéria “decorativa”. É possível afirmar que a tendência tradicional ainda é uma das abordagens do ensino contemporâneo. A perspectiva tradicional, originária da concepção positivista da história, está na prática de visualizar o passado como uma verdade absoluta e inquestionável.</p><p><strong>Palavras-chave</strong>:<strong> </strong>Ensino de História. Identidade nacional. Manuais didáticos.</p><p><strong>THE HISTORY'S TEACHING AND DIDATIC MANUAL FROM JOAQUIM MANOEL DE MACEDO AT THE BEGINNING OF THE BRAZILIAN REPUBLIC (1889-1940)</strong></p><p><strong>Abstract</strong>: In this paper, we seek to understand the origins of school practices contained in the History Teaching with the analysis of the book <em>Lições de História do Brasil</em> [Lessons of History from Brazil] by Joaquim Manoel de Macedo. We conducted a study about the historical postulate of History teaching, assuming that the constitution of history as a discipline is utmost important to understand the persistence of certain teaching practices that have become tradition in this discipline and promote the failure of students, who label it as “decorative” themes. It is possible to affirm that the traditional trend is still one of the approaches of contemporary education. The traditional view, original from the positivist history conception, is in the practice of viewing the past as an absolute and unquestionable truth.</p><p><strong>Keywords</strong>: History teaching. National identity. Didactic Manual.</p><p><strong>ENSEÑANZA DE LA HISTORIA Y MANUAL EDUCATIVO DE AUTORÍA DE JOAQUIM MANOEL DE MACEDO EN LA REPÚBLICA DE BRASIL (1889-1940)</strong></p><pre> </pre><p><strong>Resumen</strong>: Buscamos, en este trabajo, entender los orígenes de las prácticas escolares contenidos en la Enseñanza de la Historia, mediante el análisis del libro <em>Lecciones de la Historia de Brasil</em>, perteneciente al autor Joaquim Manoel de Macedo. Hicimos un estudio de la asunción histórica de la Enseñanza de la Historia, a historia de la historia es muy importante para la reflexión sobre las prácticas que se han convertido en tradición. Esta práctica ayuda a promover el fracaso escolar y la idea de que la historia es una disciplina decorativa. Es posible encontrar en las escuelas prácticas de enseñanza de la historia tradicional vinculados al método positivista, en esta vista el pasado es incuestionable y reconocida como verdad absoluta.</p><p><strong>Palabras clave</strong>: Enseñanza de la historia. La identidad nacional. Manual educativo.</p>

scholarly journals Male autistic youth experiences of belonging in integrated physical education

Autism ◽  
2021 ◽  
pp. 136236132110186
Author(s):  
Justin A Haegele ◽  
Anthony J Maher
Keyword(s):  
Physical Education ◽  
Peer Relationships ◽  
Peer Interactions ◽  
Physical Space ◽  
The United States ◽  
Educational Needs ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Autistic People ◽  
Locker Room

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

scholarly journals Students’ perceptions of visibility in physical education

2021 ◽  
pp. 1356336X2110258
Author(s):  
Eli-Karin S Åsebø ◽  
Helga S Løvoll ◽  
Rune J Krumsvik
Keyword(s):  
Physical Education ◽  
Structured Interviews ◽  
Study Approach ◽  
Transaction Model ◽  
Lesson Content ◽  
Field Notes ◽  
Group Interviews ◽  
Ninth Grade Students ◽  
Past Experiences ◽  
And Coping

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984 ) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

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