Formación inicial de maestros de educación física: conectando un quehacer pedagógico decolonial con la intervención social, política e insurgente del espacio público
2020
There is no single adequate approach for establishing the criteria that should define pre-service teacher education.
This is due to the fact that each orientation answers to specific interests (legitimizing some of them while denying others).
There is a currently growing tendency to construct and normalize technical knowledge among students who are becoming
teachers, always from a Eurocentric epistemological logic based on scientific-pedagogical evidence. Many regions on the
planet are adopting this approach as their own and, at the same time, they are denying other forms of experiencing School
and knowledge without a European scientific basis. By doing so, they are discrediting pedagogical proposals presented
from the margins, as the European colonial logic dehumanizes people living in these regions due to the existing power
relations in the North-South axis. This is the reason why a decolonial pedagogical logic is reflected upon and analyzed in the
field of physical education. This logic focuses on «living well», on exploring life in harmony with natural elements, on the
reciprocity with other living beings, and on the transformation of the time-space limits for teachers’ education via collective
actions and from an ethical and political position based on self-management. That is why we propose an educational
experience that transgresses the dominant educational rules and that travels towards an educational development based on
incarnated learning, located and contextualized for the education of future PE teachers.
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