Publication: Sobre aquello que puede educar la Educación Física
Authors
Lagardera Otero, Francisco
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Mi intención ha consistido en hacer pública una reflexión, en poder compartir toda una serie de inquietudes que tienen a la Educación Física como referente. La dimensión epistemológica de la Educación Física se encuentra en el ser y en su capacidad de aprender mediante experiencias contextualizadas. Como disciplina pedagógica ofrece la posibilidad de hacer vivir a los alumnos su propia realidad en un flujo constante de emociones y sensaciones que estimulan su capacidad adaptativa, proyectiva e introyectiva. Lo cual supone una vía original, dentro del sistema educativo, para construir de forma óptima a los seres sujetos a nuestra responsabilidad, o cuanto menos, poder contribuir de forma eficaz a que esto sea posible.
My intention has been due to make public a thought to be able to share all a sequences of anxieties which have the physical education as a reference. The epistemologic dimension of the physical education is in the being and in his capacity to learn through contexted experiences. As a pedagogic discipline, it offers the posibility of doing the pupils to live their own reality in a steady flow of emotions and feelings which stipulate their adapted, projective and introjective capacity. This one supposes an original way in the educative system to make in an optime way the being to keep down our responsability or at least to be able to contribute to this one was possible in an affective way.
My intention has been due to make public a thought to be able to share all a sequences of anxieties which have the physical education as a reference. The epistemologic dimension of the physical education is in the being and in his capacity to learn through contexted experiences. As a pedagogic discipline, it offers the posibility of doing the pupils to live their own reality in a steady flow of emotions and feelings which stipulate their adapted, projective and introjective capacity. This one supposes an original way in the educative system to make in an optime way the being to keep down our responsability or at least to be able to contribute to this one was possible in an affective way.
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Citation
Revista interuniversitaria de formación del profesorado, V. 6(3), N. 15, 1992
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