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En este articulo estudiamos la disputa epistemologica y pedagogica sobre la kinesiologia/educacion fisica que ha tenido lugar en las universidades de Estados Unidos desde 1990 hasta la actualidad. Hemos recogido el pensamiento de una muestra amplia de autores involucrados, con el proposito de obtener una vision de conjunto de un proceso que, de acuerdo con Morrow (2006), trata de esclarecer ?de donde venimos?, ?que somos?, ?a donde vamos? Tras el cotejo y analisis de la documentacion mas relevante concluimos que el periodo 1990-2013, caracterizado por una enconada pugna de paradigmas –en la que han estado implicados humanistas, positivistas, crosdisciplinaristas y subdisciplinaristas–, ha dado como resultado el dominio del paradigma integrador de Kretchmar (2007, 2008). PALABRAS CLAVE: Educacion Fisica, Ciencias de la Actividad Fisica y del Deporte, Kinesiologia, Educacion universitaria, Epistemologia, Departamentos universitarios, Pedagogia ABSTRACT In this article we review the epistemological and pedagogical debate on Kinesiology and Physical Education that has been going on in the universities of the US from 1990 to the present. We have compiled the opinions of a wide sample of authors, with the intention of getting the most complete picture of a process that, according to Morrow (2006), seeks to answer the questions "where we come from, who we are, and where we are going". After comparing and analysing the most relevant documents, we conclude that the period 1990-2013, characterized by a bitter struggle between paradigms fought by humanists, positivists, cross-disciplinarists, and sub-disciplinarists, has revealed the eventual predominance of the integrative paradigm of Kretchmar (2007, 2008). KEY WORDS : Physical Education, Physical Activity and Sport Sciences, Kinesiology, Higher Education, Epistemology, University Departments, Pedagogy

Luchas y pacificación en la historia de la kinesiología americana / Struggles and Pacification in the History of American Kinesiology