Narrativas pedagógicas de la Educación Física en tiempos de incertidumbre
DOI:
https://doi.org/10.5007/2175-8042.2023.e95524Palabras clave:
Educación física, Pedagogía crítica, Precariedad, SalutogénesisResumen
Hay una prevalencia creciente de problemas de salud mental y bien-estar entre niños y jóvenes hace más de dos décadas en Reino Unido, situación exacerbada por la pandemia pero que continuará por más tiempo debido a un aumento exponencial de la economía gig. Las incertidumbres y la inestabilidad que el trabajo gig que se introducen en la vida de las personas las deja enfermas y producen precariedad. La cuestión es, ¿cómo la Educación Física debe responder a la precariedad? Las narrativas dominantes de la Educación Física, en los últimos 50 años, han sido la preparación para la futura sociedad del ocio (que jamás llegó) y la lucha contra la obesidad. Aunque un abordaje de prevención de riesgos para la Educación Física como promoción de la salud pueda continuar siendo importante, clases basadas en Actividad Física Moderada a Rigorosa (AFMV) pueden no ser lo que niños y jóvenes que sufren de enfermedades emocionales necesitan. El artículo defiende pedagogías afectivas informadas por la salutogénesis como una respuesta apropiada a la precariedad. Termina con una breve revisión de las formas por las cuales la precariedad ha sido producida en la literatura de la Educación Física y Pedagogía del Deporte y argumenta que el concepto, a pesar de su enorme importancia, aun no atendió masivamente los estudiosos del campo.
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