TY - THES T1 - Nociones de cuerpo educado en la formación superior : El caso del Plan de Estudios de Profesorado y Licenciatura en Educación Física, UNLP (2000-2017) A1 - Ron, Osvaldo UL - http://vufind10-pruebas.sigbunlp.bibliotecas.unlp.edu.ar/Record/dhu.TESIS01769 AB - La presente tesis aborda las nociones de cuerpo educado en la formación en educación física de la Universidad Nacional de La Plata, considerando el caso del Plan de Estudios de Profesorado y Licenciatura en el período 2000-2017. Aquí se verá cómo y por qué el Plan de Estudios 2000, en tanto dispositivo de formación docente de las carreras homónimas, delimita, normaliza, fabrica, nomina, construye, por lo tanto, conceptualiza las nociones de cuerpo educado. Por cierto, el análisis incluye, estableciendo distinciones, consideraciones sobre el Plan 1984 que permiten explicar algunas de las razones y sentidos de la transformación curricular y sus propuestas. La hipótesis de trabajo es que en y desde el discurso pedagógico moderno circulan, transmiten, distribuyen y producen una pluralidad de cuerpos educados, atravesada y entrelazada por discursos y comunidades discursiva. Por ello, estas formaciones discursivas son consideradas aquí desde tres perspectivas: formación discursiva biomédica, configurada desde la anatomía, la fisiología, la ginecología y la antropométrica; formación discursiva pedagógico-psicológico, lograda entre otras desde la pedagogía, la psicología, la historia, la sociología y la filosofía; y, una tercera formación discursiva, formulada desde la propia disciplina educación física. También se parte de la idea de que existe una noción de cuerpo hegemónico dominante y en los márgenes existen nociones de cuerpo silenciadas, excluidas o ausentes. Interesan aquí las formas como el discurso, y las prácticas discursivas organizan también los saberes y las prácticas, organizan los conocimientos, las enseñanzas, organizan y modelan formas de presentar y caracterizar los cuerpos y los saberes que los describen y presentan. A lo largo del estudio se indaga en los distintos trayectos considerando fuentes documentales y orales. Inicialmente se observan las formulaciones dadas por el Plan, en cuanto a contenidos y objetivos mínimos que se establecen para cada caso. A la vez, se analizan los programas de las asignaturas que componen los distintos trayectos discursivos, abordados principalmente desde sus contenidos, bibliografía, formas de evaluación y referencias particulares de cursada o régimen de promoción. Además, el análisis se complementa con una serie de entrevistas -en profundidad y/o focalizadas- realizadas a profesores que elaboran esos programas, considerando tanto los tratamientos y abordajes dados en las clases ?teóricas? como el de las clases ?prácticas?, insumos que en diferentes escalas de la formación producen, actualizan y resignifican las nociones de cuerpo educado allí presentes. La metodología de trabajo es de orden cualitativo e interpretativo, que como puede verse, valiéndose de distintos insumos y herramientas permite comprender las perspectivas y experiencias de los diversos actores sociales considerados. Los objetivos del estudio guardan la intención de generar aportes que permitan reconocer y comprender la multiplicidad de nociones de cuerpo educado, entre ellas aquellas silenciadas, excluidas o ?ausentes? -ideológicas, políticas, estéticas, etc.-, sin duda presentes en la formación en educación física en la UNLP, de modo de ampliar y profundizar la producción relativa a ello, en tanto aporte de nuevos saberes socialmente significativos que enriquezcan los debates y la formación. AB - This thesis deals with the notions of educated body in physical education training of the Universidad Nacional de La Plata, considering the case of the curriculum of teachers and licentiate in the period 2000-2017. Here you will see how and why the curriculum 2000, as a device of teacher training of the homonymous races, delimits, normalizes, manufactures, nominates, builds, therefore, conceptualizes the notions of educated body. By the way, the analysis includes, establishing distinctions, considerations on Plan 1984 that explain some of the reasons and meanings of the curricular transformation and its proposals. The working hypothesis is that in and from the modern pedagogical discourse circulate, transmit, distribute and produce a plurality of educated bodies, crossed and intertwined by speeches and discursive communities. Therefore, these discursive formations are considered here from three perspectives: biomedical discursive Formation, configured from anatomy, physiology, gynecology and anthropometric; pedagogical-psychological discursive training, achieved among others from pedagogy, psychology, history, sociology and philosophy; and, a third discursive formation, formulated from the discipline physical education. It is also part of the idea that there is a notion of dominant hegemonic body and in the margins there are notions of body silenced, excluded or absent. They are interested here in forms such as discourse, and discursive practices also organise knowledge and practices, organize skills, teach, line up and model ways of presenting and characterizing bodies and knowledge that describe and present them. Throughout the chapters, the different routes are explored considering documentary and oral sources. Initially, the formulations given by the Plan are observed, in terms of content and minimum objectives that it establishes for each case. At the same time, the programs of the subjects that compose these routes are analyzed, accost mainly from their contents, bibliography, forms of evaluation and particular references of course or promotion regime. Also, this analysis is complemented with a series of interviews-in depth and/or focusedmade to professors who elaborate these programs, considering both the treatments and approaches given in the classes "theoretical" and the classes "practical", inputs that in different scales of the training produce, update and resignify the notions of educated body present. The methodology of work is of qualitative and interpretative order, that as can be seen, using different inputs and tools that allow to understand the perspectives and experiences of the various social actors considered. The objectives of the study are intended to generate contributions to recognize and understand the multiplicity of educated body notions silenced, excluded or "absent"-ideological, political, aesthetic, etc.-, no doubt present in the training in physical education in the UNLP, in order to broaden and deepen production relative to this, as a contribution of new socially significant knowledge that enriches debates and training. OP - 421 KW - Educación física KW - Formación superior KW - Cuerpo y discursos KW - Physical education KW - Higher education KW - Body and discourses KW - Enseñanza superior KW - Formación de docentes KW - Discurso KW - Cuerpo ER - Whoops! There was an error.
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