Browsing by Author "Fierro-Saldana B."

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    Analysis of the Physical Education Curriculum in Chile: a look towards students inclusionAnálisis del Currículo de Educación Física en Chile: una mirada hacia la inclusión del estudiantado
    (2024) Fierro-Saldana B.
    © Copyright: Federación Española de Asociaciones de Docentes de Educación Física.The Physical Education curriculum in Chile is the guiding letter that guides all public educational establishments in the country and consists of a central collection of expected learning that guides teaching in the national territory. In the same way, the School Integration Program provides guidelines for achieving the inclusion of all students, through general guidelines in accordance with global organizations that promote the inclusion of diversity at all levels of the educational system. Recognizing the importance of government guidelines, the aim of the study is to analyze written regulatory discourse considering global evidence, through the review of epistemological conceptions in which these guidelines are conceived and the relevance of the assumptions on which the main regulations that govern educational system in Chile are based. It is possible to find certain generic ideas that are barely contextualized to the reality of educational establishments, and a poor correspondence between the discourse, reality and current regulations, which reduce and often restrict the possibilities of educational centers to make decisions according to their contextual reality and particular needs of the educational community.
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    Historical perspectives related to the inclusion of disabilities in school Physical EducationPerspectivas históricas relacionadas a la inclusión de personas en situación de discapacidad en Educación Física escolar
    (2024) Fierro-Saldana B.; Contreras-Mu A.
    © 2024 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.Inclusion is a term that has been associated with various concepts and has been attributed different meanings over time. This polysemic characteristic is related to diversities such as gender, ethnicity, religion, among others. This study focuses on disability and specific attention needs towards school Physical Education. The objective focuses on analyzing the historical journey of the concept of inclusion of students with disabilities in Physical Education through the narrative review of various documents, considering the main perspectives related to people with disabilities in the educational context. It begins with a historical overview of the concept of inclusion, to continue with the review of perspectives associated with it, emphasizing the medical and social approaches and their evolution; to finally, present the reflections and conclusions regarding disability and its connection with school physical education, highlighting the relevance of conceptual precision, together with both medical and social perspectives, which have marked guidelines within the process, especially this last, which breaks down the barriers raised and moves towards the search for Quality Physical Education, where inclusion is an essential requirement.