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No existe un unico enfoque adecuado para establecer los criterios que han de definir la formacion inicial de maestros(as). Ello debido a que cada orientacion responde a unos intereses que se legitiman y a otros que se niegan. Existe una tendencia, cada vez mayor, a construir y normalizar un conocimiento tecnico entre el alumnado universitario de los grados de magisterio. Siempre desde una logica epistemologica eurocentrica que se fundamenta en algunas evidencias cientifico-pedagogicas. Muchas regiones del planeta estan adoptando este tipo de perspectivas como propias y, al mismo tiempo, negando otras formas de habitar la escuela y otros conocimientos que no poseen una base cientifica europea. De esta forma, se deslegitiman propuestas pedagogicas realizadas desde los margenes, puesto que la logica colonial europea deshumaniza a las personas que habitan estos espacios debido a las relaciones de poder existentes en el eje Norte-Sur. Por esto se reflexiona y analiza una logica decolonial de la pedagogia de educacion fisica que centre sus acciones en el buen vivir, en la exploracion de la vida en sintonia con lo natural, en la reciprocidad con los otros seres vivos y en la transformacion de los limites espaciotemporales de la formacion de maestros(as) a traves de la accion colectiva y desde un posicionamiento etico y politico basado en la autogestion. Es por esto por lo que proponemos una practica educativa transgresora de las normas educativas imperantes y que transita hacia un devenir educativo basado en los aprendizajes encarnados, situados y contextualizados para la formacion de los futuros maestros(as) de educacion fisica. Abstract . 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.

retos digital/retos

Formación inicial de maestros de educación física: conectando un quehacer pedagógico decolonial con la intervención social, política e insurgente del espacio público (Pre-service teacher education: connecting a decolonial pedagogical work with the social,