http://sedici.unlp.edu.ar:80/handle/10915/125045 Thu, 12 Nov 2026 06:03:39 GMT 2026-11-12T06:03:39Z http://sedici.unlp.edu.ar:80/handle/10915/125095 Articulo Fitball como medio eficaz para fortalecer la salud física de los niños en edad preescolar Educación Física y Ciencia; vol. 23, no. 1 The article outlines the problem of pre-school children’s health preserving and strengthening. One of the ways to solve the problems of improving children’s health and preventing various diseases is proposed – fitball aerobics classes, as a type of fitness aerobics using large gymnastic balls – fitballs. The objective of this research is to characterize fitball-aerobics, as preschool children’s innovative means of physical education and to develop a methodology for the complex effects of fitball-aerobics exercises on the development of physical abilities of preschool children’s age in order to determine its effectiveness. The research was conducted in the period from 2016 to 2018 in educational organizations of preschool education in Chelyabinsk. Children of preschool age took part in the aged 5-7 years. A total of 40 children participated in the experiment, 20 people in the control group and other 20, in experimental one. The work done does not infringe on the rights and does not jeopardize the well-being of schoolchildren in accordance with the ethical standards of the Committee for the Rights of Experiments of the Helsinki Declaration. Parental consent to examine children was obtained. The developed and tested methodology for the complex effect of fitball-aerobics exercises on preschool children’s physical abilities development had a possitive impact.; El artículo describe el problema de la preservación y el fortalecimiento de la salud de los niños en edad preescolar. Propone las clases de aeróbica-fitball, un tipo de fitness aeróbico que utiliza pelotas de gimnasia grandes, las fitballs como una de las formas de resolver los problemas para mejorar la salud de los niños y prevenir diversas enfermedades. Los objetivos de la investigación son caracterizar el fitball-aeróbic como medio innovador de educación física para niños en edad preescolar, desarrollar una metodología para los efectos complejos de los ejercicios aeróbicos-fitball en el desarrollo de las habilidades físicas de los niños en edad preescolar, para determinar su efectividad. La investigación se llevó a cabo en el período de 2016 a 2018 en organizaciones educativas de educación preescolar en Chelyabinsk. Los niños en edad preescolar que participaron tenían entre 5 y 7 años. Un total de 40 niños participaron en el experimento, 20 personas en el grupo de control y 20 en el experimental. El trabajo realizado no viola los derechos y no pone en peligro el bienestar de los escolares de acuerdo con las normas éticas del Comité de Derechos de Experimentación de la Declaración de Helsinki. Se obtuvo el consentimiento de los padres para examinar a los niños. La metodología desarrollada y probada para el efecto complejo de los ejercicios aeróbicos-fitball en el desarrollo de las habilidades físicas de los niños en edad preescolar tuvo un impacto positivo. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125095 2021-02-01T00:00:00Z The article outlines the problem of pre-school children’s health preserving and strengthening. One of the ways to solve the problems of improving children’s health and preventing various diseases is proposed – fitball aerobics classes, as a type of fitness aerobics using large gymnastic balls – fitballs. The objective of this research is to characterize fitball-aerobics, as preschool children’s innovative means of physical education and to develop a methodology for the complex effects of fitball-aerobics exercises on the development of physical abilities of preschool children’s age in order to determine its effectiveness. The research was conducted in the period from 2016 to 2018 in educational organizations of preschool education in Chelyabinsk. Children of preschool age took part in the aged 5-7 years. A total of 40 children participated in the experiment, 20 people in the control group and other 20, in experimental one. The work done does not infringe on the rights and does not jeopardize the well-being of schoolchildren in accordance with the ethical standards of the Committee for the Rights of Experiments of the Helsinki Declaration. Parental consent to examine children was obtained. The developed and tested methodology for the complex effect of fitball-aerobics exercises on preschool children’s physical abilities development had a possitive impact. El artículo describe el problema de la preservación y el fortalecimiento de la salud de los niños en edad preescolar. Propone las clases de aeróbica-fitball, un tipo de fitness aeróbico que utiliza pelotas de gimnasia grandes, las fitballs como una de las formas de resolver los problemas para mejorar la salud de los niños y prevenir diversas enfermedades. Los objetivos de la investigación son caracterizar el fitball-aeróbic como medio innovador de educación física para niños en edad preescolar, desarrollar una metodología para los efectos complejos de los ejercicios aeróbicos-fitball en el desarrollo de las habilidades físicas de los niños en edad preescolar, para determinar su efectividad. La investigación se llevó a cabo en el período de 2016 a 2018 en organizaciones educativas de educación preescolar en Chelyabinsk. Los niños en edad preescolar que participaron tenían entre 5 y 7 años. Un total de 40 niños participaron en el experimento, 20 personas en el grupo de control y 20 en el experimental. El trabajo realizado no viola los derechos y no pone en peligro el bienestar de los escolares de acuerdo con las normas éticas del Comité de Derechos de Experimentación de la Declaración de Helsinki. Se obtuvo el consentimiento de los padres para examinar a los niños. La metodología desarrollada y probada para el efecto complejo de los ejercicios aeróbicos-fitball en el desarrollo de las habilidades físicas de los niños en edad preescolar tuvo un impacto positivo. http://sedici.unlp.edu.ar:80/handle/10915/125088 Articulo Dermatoglyphic profile and somatotype of university athletes Educación Física y Ciencia; vol. 23, no. 1 El presente estudio caracterizó el perfil dermatoglífico y somatotipo de 12 atletas universitarios, pertenecientes a la selección de atletismo de la universidad Santo Tomás, sede Bogotá. Se identificaron las características dermatoglíficas, acorde al protocolo de Cummins & Midlo (1942) para obtener los tipos de diseños de las impresiones digitales (A= 0,3; ± 0,7; L= 6,9 ± 2,6 y W= 2,8 ± 2,9) y a su vez la suma de la cantidad total de líneas ( SCTL= 170,6 ± 95,1) y por último, el índice delta (D10= 12,4 ± 3,3). Para el somatotipo, se tuvo en cuenta el protocolo de Heath & Carter (1990). Endomorfia en (2,5 ± 0,9); Mesomorfia (5,3 ± 0,9) y Ectomorfia (3,1 ± 1). El perfil dermatoglífico de cada uno de los deportistas, evidenció la presencia del somatotipo ectomorfo sobre los otros. Esto determinó la importancia de esta técnica como herramienta genética en la optimización de estrategias y orientaciones deportivas. La necesidad de seguir con estos procesos investigativos es fundamental para la academia, los procesos deportivos, los deportistas y al deporte Colombiano, universitario y profesional.; This study characterized the dermatoglyphic profile and somatotype of 12 university athletes, belonging to the athletics team of the Santo Tomás University, Bogotá Campus. The dermatoglyphic characteristics were identified, according to the Cummins & Midlo (1942) protocol, to obtain the types of designs of digital impressions (A = 0.3; ± 0.7; L = 6.9 ± 2.6 and W = 2.8 ± 2.9) and, in turn, the sum of the total number of lines (SCTL = 170.6 ± 95.1), and finally, the delta index (D10 = 12.4 ± 3.3). For the somatotype, the Heath & Carter protocol (1990) was taken into account. Endomorphy in (2.5 ± 0.9); Mesomorphy (5.3 ± 0.9) and Ectomorphy (3.1 ± 1). The dermatoglyphic profile of each of the athletes evidenced the presence of the ectomorphic somatotype over the others. This determined the importance of this technique as a genetic tool in the optimization of sports strategies and orientations. The need to continue with these reseach processes are fundamental for the academy, sports processes, athletes, and Colombian university professional sport. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125088 2021-02-01T00:00:00Z El presente estudio caracterizó el perfil dermatoglífico y somatotipo de 12 atletas universitarios, pertenecientes a la selección de atletismo de la universidad Santo Tomás, sede Bogotá. Se identificaron las características dermatoglíficas, acorde al protocolo de Cummins & Midlo (1942) para obtener los tipos de diseños de las impresiones digitales (A= 0,3; ± 0,7; L= 6,9 ± 2,6 y W= 2,8 ± 2,9) y a su vez la suma de la cantidad total de líneas ( SCTL= 170,6 ± 95,1) y por último, el índice delta (D10= 12,4 ± 3,3). Para el somatotipo, se tuvo en cuenta el protocolo de Heath & Carter (1990). Endomorfia en (2,5 ± 0,9); Mesomorfia (5,3 ± 0,9) y Ectomorfia (3,1 ± 1). El perfil dermatoglífico de cada uno de los deportistas, evidenció la presencia del somatotipo ectomorfo sobre los otros. Esto determinó la importancia de esta técnica como herramienta genética en la optimización de estrategias y orientaciones deportivas. La necesidad de seguir con estos procesos investigativos es fundamental para la academia, los procesos deportivos, los deportistas y al deporte Colombiano, universitario y profesional. This study characterized the dermatoglyphic profile and somatotype of 12 university athletes, belonging to the athletics team of the Santo Tomás University, Bogotá Campus. The dermatoglyphic characteristics were identified, according to the Cummins & Midlo (1942) protocol, to obtain the types of designs of digital impressions (A = 0.3; ± 0.7; L = 6.9 ± 2.6 and W = 2.8 ± 2.9) and, in turn, the sum of the total number of lines (SCTL = 170.6 ± 95.1), and finally, the delta index (D10 = 12.4 ± 3.3). For the somatotype, the Heath & Carter protocol (1990) was taken into account. Endomorphy in (2.5 ± 0.9); Mesomorphy (5.3 ± 0.9) and Ectomorphy (3.1 ± 1). The dermatoglyphic profile of each of the athletes evidenced the presence of the ectomorphic somatotype over the others. This determined the importance of this technique as a genetic tool in the optimization of sports strategies and orientations. The need to continue with these reseach processes are fundamental for the academy, sports processes, athletes, and Colombian university professional sport. http://sedici.unlp.edu.ar:80/handle/10915/125087 Articulo The problem of knowledge in the study of educational practice Educación Física y Ciencia; vol. 23, no. 1 Hay suficientes razones para justificar plenamente que los estudios sobre el conocimiento son relevantes para interpretar las prácticas educativas, aunque ello no es reconocido en buena parte de la investigación educativa actual, en nuestro medio. A este respecto, en primer lugar, se formula la pregunta acerca del significado del enfoque de las competencias, argumentando que deja de lado, justamente, la reconstrucción de los objetos de conocimientos durante el aprendizaje escolar. Luego, se discute la fuerte orientación, en muchos trabajos contemporáneos sobre la enseñanza, hacia estudiar la relación entre docentes y alumnos con total ausencia de los saberes que se transmiten en el aula. En tercer lugar, y centralmente, se enfoca la transferencia directa de los resultados de la investigación en diversas disciplinas, en ocasiones con una impronta prescriptiva, sobre los procesos de enseñanza y aprendizaje. Se muestra que dicha transferencia es particularmente significativa en el caso de la psicología del desarrollo y las neurociencias. Además, se sostiene que dicho aplicacionismo ha sido responsable del desconocimiento de la problemática del conocimiento en la investigación educativa actual. Finalmente, se argumenta en defensa de la recuperación de la problemática de los conocimientos en las prácticas educativas, proponiendo una reconfiguración de las unidades de análisis.; There are enough reasons to fully justify that studies about knowledge are relevant to interpret educational practice, though this argument is not recognized in great part of this educational research, in our midst. In this respect, first of all, this article poses the question about the meaning of the competence approach arguing that it leaves aside, precisely, the reconstruction of the objects of knowledge during the process of school learning. Secondly, this work argues about the strong trend – in many contemporary works about teaching - to study the relationship between teacher and student without considering the knowledge that is transmitted in the classroom. Thirdly, and most importantly, the article focuses on the direct transfer of the research results about the processes of teaching and learning carried out in different disciplines, sometimes with a prescriptive frame. The work shows that such transfer is particularly significant in the case of developmental psychology and neurosciences. Moreover, the article argues that this application has been responsible of the unawareness of the problems that knowledge poses in the present educational research. Finally, an emphasis in retrieving the knowledge issue in educational practices is presented, proposing, at the same time, a reshaping of the units of analysis. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125087 2021-02-01T00:00:00Z Hay suficientes razones para justificar plenamente que los estudios sobre el conocimiento son relevantes para interpretar las prácticas educativas, aunque ello no es reconocido en buena parte de la investigación educativa actual, en nuestro medio. A este respecto, en primer lugar, se formula la pregunta acerca del significado del enfoque de las competencias, argumentando que deja de lado, justamente, la reconstrucción de los objetos de conocimientos durante el aprendizaje escolar. Luego, se discute la fuerte orientación, en muchos trabajos contemporáneos sobre la enseñanza, hacia estudiar la relación entre docentes y alumnos con total ausencia de los saberes que se transmiten en el aula. En tercer lugar, y centralmente, se enfoca la transferencia directa de los resultados de la investigación en diversas disciplinas, en ocasiones con una impronta prescriptiva, sobre los procesos de enseñanza y aprendizaje. Se muestra que dicha transferencia es particularmente significativa en el caso de la psicología del desarrollo y las neurociencias. Además, se sostiene que dicho aplicacionismo ha sido responsable del desconocimiento de la problemática del conocimiento en la investigación educativa actual. Finalmente, se argumenta en defensa de la recuperación de la problemática de los conocimientos en las prácticas educativas, proponiendo una reconfiguración de las unidades de análisis. There are enough reasons to fully justify that studies about knowledge are relevant to interpret educational practice, though this argument is not recognized in great part of this educational research, in our midst. In this respect, first of all, this article poses the question about the meaning of the competence approach arguing that it leaves aside, precisely, the reconstruction of the objects of knowledge during the process of school learning. Secondly, this work argues about the strong trend – in many contemporary works about teaching - to study the relationship between teacher and student without considering the knowledge that is transmitted in the classroom. Thirdly, and most importantly, the article focuses on the direct transfer of the research results about the processes of teaching and learning carried out in different disciplines, sometimes with a prescriptive frame. The work shows that such transfer is particularly significant in the case of developmental psychology and neurosciences. Moreover, the article argues that this application has been responsible of the unawareness of the problems that knowledge poses in the present educational research. Finally, an emphasis in retrieving the knowledge issue in educational practices is presented, proposing, at the same time, a reshaping of the units of analysis. http://sedici.unlp.edu.ar:80/handle/10915/125084 Articulo The teaching of invasion sports in Physical Education: the relationship between tasks and teachers' interventions with the role of students Educación Física y Ciencia; vol. 23, no. 1 Este estudo teve como objetivo identificar os tipos de tarefas e de intervenções realizadas por professores ao desenvolverem o ensino de esportes de invasão na Educação Física escolar e a sua relação com o papel do aluno durante as aulas. Para tanto, seguindo uma abordagem mista e caracterizada como um estudo de casos múltiplos, a pesquisa consistiu na observação e análise de cinco aulas de cinco professores (25 observações). Os resultados indicam que os docentes proporcionam tarefas com e sem interação entre adversários, predominando o jogo formal. Nas intervenções prepondera a instrução, seguida da motivação, sendo praticamente inexistente a utilização de indagações para reflexão dos alunos sobre o que e quando fazer no jogo. Assim, os alunos desempenham um papel parcialmente ativo devido as tarefas com interação existentes (com predomínio do jogo formal), mas os professores não proporcionam oportunidade de reflexão e produção de respostas sobre à dimensão tática.; This study aims at identifying the types of tasks and interventions performed by teachers when teaching invasion sports in Physical Education and its relationship with the student's role during classes. For this purpose, a mixed approach was used, characterized as a multiple cases study. Five classes of five teachers (25 observations) were observed and analysed. The results indicate that the teachers provide tasks with and without interaction between opponents; the formal game was predominant. In the interventions, the instruction was predominant, followed by motivation; the use of questions for students' reflection on what to do and when to do it in the game practically did not exist. Thus, students’ role was partly active, due to the existing of interactive tasks (with a predominance of the formal game). Despite that, teachers do not provide an opportunity for reflection and production of responses on the tactical dimension. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125084 2021-02-01T00:00:00Z Este estudo teve como objetivo identificar os tipos de tarefas e de intervenções realizadas por professores ao desenvolverem o ensino de esportes de invasão na Educação Física escolar e a sua relação com o papel do aluno durante as aulas. Para tanto, seguindo uma abordagem mista e caracterizada como um estudo de casos múltiplos, a pesquisa consistiu na observação e análise de cinco aulas de cinco professores (25 observações). Os resultados indicam que os docentes proporcionam tarefas com e sem interação entre adversários, predominando o jogo formal. Nas intervenções prepondera a instrução, seguida da motivação, sendo praticamente inexistente a utilização de indagações para reflexão dos alunos sobre o que e quando fazer no jogo. Assim, os alunos desempenham um papel parcialmente ativo devido as tarefas com interação existentes (com predomínio do jogo formal), mas os professores não proporcionam oportunidade de reflexão e produção de respostas sobre à dimensão tática. This study aims at identifying the types of tasks and interventions performed by teachers when teaching invasion sports in Physical Education and its relationship with the student's role during classes. For this purpose, a mixed approach was used, characterized as a multiple cases study. Five classes of five teachers (25 observations) were observed and analysed. The results indicate that the teachers provide tasks with and without interaction between opponents; the formal game was predominant. In the interventions, the instruction was predominant, followed by motivation; the use of questions for students' reflection on what to do and when to do it in the game practically did not exist. Thus, students’ role was partly active, due to the existing of interactive tasks (with a predominance of the formal game). Despite that, teachers do not provide an opportunity for reflection and production of responses on the tactical dimension. http://sedici.unlp.edu.ar:80/handle/10915/125081 Articulo Sports pre-conditioning for Olympic Taekwondo: a proposal as of the exercises Educación Física y Ciencia; vol. 23, no. 1 El Taekwondo Olímpico o Taekwondo Mundial (WT) es considerado el arte marcial más practicado del planeta, lidera el deporte de combate más inclusivo y accesible con una presencia activa de 210 asociaciones nacionales del mundo. Estos datos nos permiten dimensionar su importancia dentro del deporte a nivel mundial. La teoría y práctica del entrenamiento deportivo, destaca la importancia de diversas herramientas para la mejora del rendimiento del deportista. Las actividades realizadas al inicio de cada sesión de entrenamiento o competición, han demostrado influir positivamente en el rendimiento inmediato. El conjunto de estas actividades, se denomina acondicionamiento previo deportivo. En este artículo, abordaremos -desde la estructura del acondicionamiento previo deportivo-, una clasificación de los ejercicios según criterios fisiológicos y mecánicos, con la finalidad de analizar, identificar y proponer los ejercicios más idóneos para el acondicionamiento previo deportivo del Taekwondo Olímpico.; Olympic Taekwondo or World Taekwondo (WT) is considered the most practiced martial art on the planet, leading the most inclusive and accessible combat sport with an active presence of 210 national associations in the world. These data allow us to measure its importance within the sport sphere at a global level. The theory and practice of sports training highlight the importance of various tools for improving the athlete’s performance. The activities carried out at the beginning of each training session or competition have shown positive influence in immediate performance. All of these activities are called sports previous conditioning. In this article, we will depart from the structure of previous conditioning and deal with a classification of exercises according to physiological and mechanical criteria, with the purpose of analyzing, identifying and proposing the most suitable exercises for the Olympic Taekwondo’s sports previous -conditioning. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125081 2021-02-01T00:00:00Z El Taekwondo Olímpico o Taekwondo Mundial (WT) es considerado el arte marcial más practicado del planeta, lidera el deporte de combate más inclusivo y accesible con una presencia activa de 210 asociaciones nacionales del mundo. Estos datos nos permiten dimensionar su importancia dentro del deporte a nivel mundial. La teoría y práctica del entrenamiento deportivo, destaca la importancia de diversas herramientas para la mejora del rendimiento del deportista. Las actividades realizadas al inicio de cada sesión de entrenamiento o competición, han demostrado influir positivamente en el rendimiento inmediato. El conjunto de estas actividades, se denomina acondicionamiento previo deportivo. En este artículo, abordaremos -desde la estructura del acondicionamiento previo deportivo-, una clasificación de los ejercicios según criterios fisiológicos y mecánicos, con la finalidad de analizar, identificar y proponer los ejercicios más idóneos para el acondicionamiento previo deportivo del Taekwondo Olímpico. Olympic Taekwondo or World Taekwondo (WT) is considered the most practiced martial art on the planet, leading the most inclusive and accessible combat sport with an active presence of 210 national associations in the world. These data allow us to measure its importance within the sport sphere at a global level. The theory and practice of sports training highlight the importance of various tools for improving the athlete’s performance. The activities carried out at the beginning of each training session or competition have shown positive influence in immediate performance. All of these activities are called sports previous conditioning. In this article, we will depart from the structure of previous conditioning and deal with a classification of exercises according to physiological and mechanical criteria, with the purpose of analyzing, identifying and proposing the most suitable exercises for the Olympic Taekwondo’s sports previous -conditioning. http://sedici.unlp.edu.ar:80/handle/10915/125077 Articulo “This is Cris Ronaldo”: Representations of masculinity during the World Cup in the Newspaper Folha de São Paulo Educación Física y Ciencia; vol. 23, no. 1 Este texto analisa um conjunto de publicações que representam o jogador da seleção portuguesa Cristiano Ronaldo como dissonante dos códigos de conduta prescritos para o Futebol. Para tanto, toma a cobertura do jornal Folha de São Paulo, ao longo do período dos jogos da Copa do Mundo FIFA/Brasil/2014, como espaço de produção do material empírico. Agrupadas, as publicações que tematizavam Cristiano Ronaldo foram analisadas a partir dos pressupostos da categoria Gênero e do conceito de representação. Ao longo do processo de produção e organização do material empírico, foi possível perceber que as publicações sobre o atleta português estiveram vinculadas à coluna “Copa e Cozinha”, local especialmente pensado para tratar com irreverência dos acontecimentos da Competição. Evidenciado como egocêntrico, extravagante, vaidoso e adepto às práticas de autocuidado e embelezamento, consideradas excessivas, Cristiano Ronaldo parece romper com alguns códigos de conduta prescritos para/pelo esporte. Desse modo, a coluna “Copa e Cozinha” faz uso da “zuação” como um aparato que avalia, qualifica e julga o que é inapropriado e excessivo no atleta português, tecnologia que tem como finalidade a regulação das condutas e a manutenção de hierarquias de gênero.; This text analyses a set of publishings that represent the Portuguese national team player Cristiano Ronaldo as someone dissonant from the conduct codes prescribed for Soccer. Therefore, it adopts the coverage of the newspaper Folha de São Paulo during the 2014/Brazil/FIFA World Cup matches as a space of empiric material production. The publishings that have Cristiano Ronaldo as their theme were grouped and analysed based on the assumptions of Gender category and representation concept. Throughout the process of production and organization of the empiric material, we perceived that the publishings about the Portuguese athlete were linked to the column “Copa e Cozinha”, place specially designed to deal irreverently with the events of the competition. Evidenced as egocentric, extravagant, vain, and adherent to self-care and beautification practices, which were considered excessive, Cristiano Ronaldo seems to break some conduct codes prescribed for/by sport. Thus, the column “Copa e Cozinha” adopts a “mocking behaviour” as an apparatus that evaluates, qualifies, and judges what is inappropriate and excessive in the Portuguese athlete, technology that aims to regulate the conducts and the maintenance of gender hierarchies. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125077 2021-02-01T00:00:00Z Este texto analisa um conjunto de publicações que representam o jogador da seleção portuguesa Cristiano Ronaldo como dissonante dos códigos de conduta prescritos para o Futebol. Para tanto, toma a cobertura do jornal Folha de São Paulo, ao longo do período dos jogos da Copa do Mundo FIFA/Brasil/2014, como espaço de produção do material empírico. Agrupadas, as publicações que tematizavam Cristiano Ronaldo foram analisadas a partir dos pressupostos da categoria Gênero e do conceito de representação. Ao longo do processo de produção e organização do material empírico, foi possível perceber que as publicações sobre o atleta português estiveram vinculadas à coluna “Copa e Cozinha”, local especialmente pensado para tratar com irreverência dos acontecimentos da Competição. Evidenciado como egocêntrico, extravagante, vaidoso e adepto às práticas de autocuidado e embelezamento, consideradas excessivas, Cristiano Ronaldo parece romper com alguns códigos de conduta prescritos para/pelo esporte. Desse modo, a coluna “Copa e Cozinha” faz uso da “zuação” como um aparato que avalia, qualifica e julga o que é inapropriado e excessivo no atleta português, tecnologia que tem como finalidade a regulação das condutas e a manutenção de hierarquias de gênero. This text analyses a set of publishings that represent the Portuguese national team player Cristiano Ronaldo as someone dissonant from the conduct codes prescribed for Soccer. Therefore, it adopts the coverage of the newspaper Folha de São Paulo during the 2014/Brazil/FIFA World Cup matches as a space of empiric material production. The publishings that have Cristiano Ronaldo as their theme were grouped and analysed based on the assumptions of Gender category and representation concept. Throughout the process of production and organization of the empiric material, we perceived that the publishings about the Portuguese athlete were linked to the column “Copa e Cozinha”, place specially designed to deal irreverently with the events of the competition. Evidenced as egocentric, extravagant, vain, and adherent to self-care and beautification practices, which were considered excessive, Cristiano Ronaldo seems to break some conduct codes prescribed for/by sport. Thus, the column “Copa e Cozinha” adopts a “mocking behaviour” as an apparatus that evaluates, qualifies, and judges what is inappropriate and excessive in the Portuguese athlete, technology that aims to regulate the conducts and the maintenance of gender hierarchies. http://sedici.unlp.edu.ar:80/handle/10915/125068 Articulo Coaches’ ambivalent sexist attitudes and their relationship with the perception of the created motivational climate in their sports teams Educación Física y Ciencia; vol. 23, no. 1 El objetivo de esta investigación fue estudiar las actitudes sexistas ambivalentes de los entrenadores y entrenadoras hacia las mujeres y hacia los hombres y su relación con la percepción del clima motivacional que crean en sus equipos. Participaron 93 entrenadores y entrenadoras (varones 65%, n = 6 0 ; mujeres 35%, n = 3 3 ) de entre 19 y 65 años ( M = 3 2 , 5 ; DT = 10,4), quienes respondieron un cuestionario sociodemográfico, los cuestionarios de Sexismo Ambivalente (hacia la mujer y hacia el hombre) y el Cuestionario de Clima Motivacional Empowering y Disempowering creado por el Entrenador. Se realizaron comparaciones de grupo, análisis de conglomerados y correlaciones entre las variables estudiadas. Los resultados mostraron que no existe una diferencia significativa entre las actitudes sexistas en función del género. Sin embargo, al considerar la relación entre la autopercepción de las actitudes sexistas y el clima que crean en sus entrenamientos y competencias, se encontraron diferencias en función del género de los entrenadores. Las actitudes sexistas intentan mantener los roles de género tradicionales, con actitudes discriminatorias (hostiles) y con otras ocultas tras la protección (benevolentes). Estas actitudes se relacionan con climas motivacionales disempowering, que pueden ser obstaculizadores para el desarrollo positivo de los y las deportistas.; The aim of this research was to study the ambivalent sexist attitudes of coaches towards women and men and its relationship with the perception of the coach-created motivational climate in their teams. Ninety-three coaches (male 65%, n = 6 0 ; female 35%, n = 3 3 ) aged between 19 and 65 years old ( M = 3 2 , 5 ; SD = 10.4) participated and answered a sociodemographic questionnaire, the questionnaires of Ambivalent Sexism (towards women and towards men) and the Empowering and Disempowering Motivational Climate Questionnaire created by the Coach. Group comparisons, cluster analysis, and correlations between studied variables were performed. Results showed that there is no significant difference between sexist attitudes based on gender. However, when considering the relationship between self-perception of sexist attitudes and the coach-created motivational climate in their training and competitions, differences were found based on coach’s gender. Sexist attitudes attempt to maintain traditional gender roles, with discriminatory (hostile) attitudes and sexist attitudes hidden behind protection (benevolent). These attitudes are related to disempowering motivational climates and can be obstacles for athletes’ positive development. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125068 2021-02-01T00:00:00Z El objetivo de esta investigación fue estudiar las actitudes sexistas ambivalentes de los entrenadores y entrenadoras hacia las mujeres y hacia los hombres y su relación con la percepción del clima motivacional que crean en sus equipos. Participaron 93 entrenadores y entrenadoras (varones 65%, n = 6 0 ; mujeres 35%, n = 3 3 ) de entre 19 y 65 años ( M = 3 2 , 5 ; DT = 10,4), quienes respondieron un cuestionario sociodemográfico, los cuestionarios de Sexismo Ambivalente (hacia la mujer y hacia el hombre) y el Cuestionario de Clima Motivacional Empowering y Disempowering creado por el Entrenador. Se realizaron comparaciones de grupo, análisis de conglomerados y correlaciones entre las variables estudiadas. Los resultados mostraron que no existe una diferencia significativa entre las actitudes sexistas en función del género. Sin embargo, al considerar la relación entre la autopercepción de las actitudes sexistas y el clima que crean en sus entrenamientos y competencias, se encontraron diferencias en función del género de los entrenadores. Las actitudes sexistas intentan mantener los roles de género tradicionales, con actitudes discriminatorias (hostiles) y con otras ocultas tras la protección (benevolentes). Estas actitudes se relacionan con climas motivacionales disempowering, que pueden ser obstaculizadores para el desarrollo positivo de los y las deportistas. The aim of this research was to study the ambivalent sexist attitudes of coaches towards women and men and its relationship with the perception of the coach-created motivational climate in their teams. Ninety-three coaches (male 65%, n = 6 0 ; female 35%, n = 3 3 ) aged between 19 and 65 years old ( M = 3 2 , 5 ; SD = 10.4) participated and answered a sociodemographic questionnaire, the questionnaires of Ambivalent Sexism (towards women and towards men) and the Empowering and Disempowering Motivational Climate Questionnaire created by the Coach. Group comparisons, cluster analysis, and correlations between studied variables were performed. Results showed that there is no significant difference between sexist attitudes based on gender. However, when considering the relationship between self-perception of sexist attitudes and the coach-created motivational climate in their training and competitions, differences were found based on coach’s gender. Sexist attitudes attempt to maintain traditional gender roles, with discriminatory (hostile) attitudes and sexist attitudes hidden behind protection (benevolent). These attitudes are related to disempowering motivational climates and can be obstacles for athletes’ positive development. http://sedici.unlp.edu.ar:80/handle/10915/125066 Articulo Gender, Sexuality, and training in Physical Education: teachers’ and students’ perception in a school project Educación Física y Ciencia; vol. 23, no. 1 Esse estudo objetivou apresentar e discutir as percepções de professores(as) da educação básica, especialmente da área da Educação Física; e alunos(as) (jovens e adolescentes) envolvidos em um projeto que tematizou gênero e sexualidade na escola. Trata-se de uma pesquisa inicial e, portanto, exploratória. Realizamos observações não estruturadas durante as intervenções do projeto nas escolas, pelas quais registramos e analisamos as opiniões, posicionamentos, sentimentos e vivências de professores(as) e alunos(as) sobre os temas gênero e sexualidade. As intervenções do projeto aconteceram em dois momentos: inicialmente de maneira expositiva e, na sequência, por meio de uma roda de conversa, espaço reservado para o diálogo e as discussões. De modo geral, percebemos que os professores pouco haviam abordado as temáticas em sala de aula. Alguns docentes sinalizaram trabalhos quando o tema vem à tona ou em projetos interdisciplinares. Os alunos relataram diversas situações conflitantes no cotidiano da escola e, no geral, emitiram opiniões favoráveis em respeito as diversidades. Consideramos, ao final da investigação, que os temas gênero e sexualidade continuam sendo pouco explorados tanto dentro da escola como nos cursos de formação inicial e continuada de professores de Educação Física, fator que evidencia a necessidade de projetos e iniciativas que levem até a escola essa discussão.; This study aims at showing and discussing the perceptions of basic education teachers, especially in the area of Physical Education; and students (youths and teenagers), involved in a Project that thematized gender and sexuality at school. This is an initial research and, therefore, exploratory. Non structural observations were made during the school’s Project interventions, in which teachers and students’ opinions, placements and experiences about gender and sexuality were recorded and analyzed. The Project interventions took place in two moments: first, in an expository way, followed by a round table conversation, space reserved for dialogues and discussions. Overall, we realized that teachers had barely tackled these themes in class. Some teachers signal works when the topic comes up or in interdisciplinary Projects. Some students reported diverse conflicts on a daily basis at school, and overall, they expressed favorable opinions about diversities. We considered at the end of the research that the topics of gender and sexuality remain poorly explored both inside the school and throughout thePhysical Education teaching training course. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125066 2021-02-01T00:00:00Z Esse estudo objetivou apresentar e discutir as percepções de professores(as) da educação básica, especialmente da área da Educação Física; e alunos(as) (jovens e adolescentes) envolvidos em um projeto que tematizou gênero e sexualidade na escola. Trata-se de uma pesquisa inicial e, portanto, exploratória. Realizamos observações não estruturadas durante as intervenções do projeto nas escolas, pelas quais registramos e analisamos as opiniões, posicionamentos, sentimentos e vivências de professores(as) e alunos(as) sobre os temas gênero e sexualidade. As intervenções do projeto aconteceram em dois momentos: inicialmente de maneira expositiva e, na sequência, por meio de uma roda de conversa, espaço reservado para o diálogo e as discussões. De modo geral, percebemos que os professores pouco haviam abordado as temáticas em sala de aula. Alguns docentes sinalizaram trabalhos quando o tema vem à tona ou em projetos interdisciplinares. Os alunos relataram diversas situações conflitantes no cotidiano da escola e, no geral, emitiram opiniões favoráveis em respeito as diversidades. Consideramos, ao final da investigação, que os temas gênero e sexualidade continuam sendo pouco explorados tanto dentro da escola como nos cursos de formação inicial e continuada de professores de Educação Física, fator que evidencia a necessidade de projetos e iniciativas que levem até a escola essa discussão. This study aims at showing and discussing the perceptions of basic education teachers, especially in the area of Physical Education; and students (youths and teenagers), involved in a Project that thematized gender and sexuality at school. This is an initial research and, therefore, exploratory. Non structural observations were made during the school’s Project interventions, in which teachers and students’ opinions, placements and experiences about gender and sexuality were recorded and analyzed. The Project interventions took place in two moments: first, in an expository way, followed by a round table conversation, space reserved for dialogues and discussions. Overall, we realized that teachers had barely tackled these themes in class. Some teachers signal works when the topic comes up or in interdisciplinary Projects. Some students reported diverse conflicts on a daily basis at school, and overall, they expressed favorable opinions about diversities. We considered at the end of the research that the topics of gender and sexuality remain poorly explored both inside the school and throughout thePhysical Education teaching training course. http://sedici.unlp.edu.ar:80/handle/10915/125061 Articulo Rales in the (Physical) eEducation class: Standing out of one pedagorgy Educación Física y Ciencia; vol. 23, no. 1 La clase de educación física, en la normalizada y colonizada escolarización, condensó el ahogo de las normas del binarismo sexo-genérico. Desmarcados y en la necrocidad de la celebración de una pedagogía heterosexual, en este texto valorizamos una articulación de experiencias de investigación, extensión y docencia que respiran a partir de un modo de nombrar sofocante para la intelectualizada pedagogía crítica. Como pequeños ruidos y distracciones burbujeantes del fracaso de la educación (física), los hallazgos inmediatos movilizan una trama indivisible entre tres comunidades en común: el Grupo de Extensión Pedagorgía, la cátedra Teoría de la Educación y el Grupo de Investigación en Educación y Estudios Culturales (GIEEC) de la Facultad de Humanidades de la Universidad Nacional de Mar del Plata. Aludir a la metáfora de la respiración con los estertores kuir es un gesto que actúa, para nosotros respetuoso e irreverente, a favor de la autorización de una narrativa disidente para las teorías de la educación. Devenidas en orgías de la educación, desmarcamos desde ellas un horizonte que en el aquí y el ahora respira como kuir, en el entonces como queer y en el allí como cuir.; The physical education class, in the normalized and colonized schooling, condensed the drowning of the gender-generic binarism norms. Standing out and in the necrocity of the celebration of a heterosexual pedagogy, in this text, we value an articulation of research, community-outreach and teaching experiences that breathe from a suffocating way of naming for the intellectualized critical pedagogy. Assmall noises and bubbling distractions from the failure of (Physical) Education, the immediate findings mobilize an indivisible plot between three communities in common: the Community-outreach Group called “Pedagorgy”, the chair of Education Theory and the Research Group on Education and Cultural Studies (GIEEC) of the Faculty of Humanities of the National University of Mar del Plata. Alluding to the metaphor of breathing with Kuir rales is a gesture that acts, from our respectful and irreverent viewpoint, in favor of the authorization of a dissident narrative for the education theories. Coming from education orgies, we draw from them a horizon that breathes like kuir in the here and now, in the here as queer and in the there as cuir. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125061 2021-02-01T00:00:00Z La clase de educación física, en la normalizada y colonizada escolarización, condensó el ahogo de las normas del binarismo sexo-genérico. Desmarcados y en la necrocidad de la celebración de una pedagogía heterosexual, en este texto valorizamos una articulación de experiencias de investigación, extensión y docencia que respiran a partir de un modo de nombrar sofocante para la intelectualizada pedagogía crítica. Como pequeños ruidos y distracciones burbujeantes del fracaso de la educación (física), los hallazgos inmediatos movilizan una trama indivisible entre tres comunidades en común: el Grupo de Extensión Pedagorgía, la cátedra Teoría de la Educación y el Grupo de Investigación en Educación y Estudios Culturales (GIEEC) de la Facultad de Humanidades de la Universidad Nacional de Mar del Plata. Aludir a la metáfora de la respiración con los estertores kuir es un gesto que actúa, para nosotros respetuoso e irreverente, a favor de la autorización de una narrativa disidente para las teorías de la educación. Devenidas en orgías de la educación, desmarcamos desde ellas un horizonte que en el aquí y el ahora respira como kuir, en el entonces como queer y en el allí como cuir. The physical education class, in the normalized and colonized schooling, condensed the drowning of the gender-generic binarism norms. Standing out and in the necrocity of the celebration of a heterosexual pedagogy, in this text, we value an articulation of research, community-outreach and teaching experiences that breathe from a suffocating way of naming for the intellectualized critical pedagogy. Assmall noises and bubbling distractions from the failure of (Physical) Education, the immediate findings mobilize an indivisible plot between three communities in common: the Community-outreach Group called “Pedagorgy”, the chair of Education Theory and the Research Group on Education and Cultural Studies (GIEEC) of the Faculty of Humanities of the National University of Mar del Plata. Alluding to the metaphor of breathing with Kuir rales is a gesture that acts, from our respectful and irreverent viewpoint, in favor of the authorization of a dissident narrative for the education theories. Coming from education orgies, we draw from them a horizon that breathes like kuir in the here and now, in the here as queer and in the there as cuir. http://sedici.unlp.edu.ar:80/handle/10915/125058 Articulo Gender equity in the classes of a Physical Education teacher: a case study Educación Física y Ciencia; vol. 23, no. 1 O objetivo desta pesquisa foi analisar as razões de agir de um professor de educação física em episódios de ensino que envolveram diferenças de gênero e de habilidades dos estudantes. Neste estudo de caso, foram realizadas observações e filmagem de onze aulas da turma do 6º ano e entrevistas de autoconfrontação com o professor. Nos nove episódios de ensino analisados, notou-se que, nas aulas deste professor, existe uma ênfase na adaptação das regras dos esportes e dos jogos; ele propõe uma pontuação maior para o gol das meninas no handebol e no futsal; alterna os gêneros na escolha das equipes e os últimos estudantes escolhem suas equipes e qual equipe começa jogando; valoriza a resolução de problemas e as estratégias de jogo; realiza provas coletivas no atletismo, somando a pontuação de todos os membros da equipe; adapta a distância do saque do voleibol de acordo com o nível de habilidade dos estudantes; no jogo de queimada, as meninas podem queimar meninas e meninos e os meninos só podem queimar meninos. A razão de agir deste professor revela seu esforço para equilibrar as relações entre meninos e meninas, mais ou menos habilidosos, possibilitando a vivência de experiências de equidade de gênero nas aulas.; The aim of this research was to analyze the reasons for acting of a Physical Education teacher in the teaching episodes that involved differences in gender and students’ skills. In this case study, observations and filming of eleven classes from the 6th grade class and self-confrontation interviews with the teacher were carried out. In the nine teaching episodes analyzed, it was noted that, in this teacher's classes, there is an emphasis on adapting the rules of sports and games; he proposes a higher score for the girls' goal in handball and futsal; alternates genders in the formation of teams and the last students choose their teams and which team starts playing; values problem solving and game strategies; performs collective tests in athletics, adding the scores of all team members; adapts the volleyball service distance according to the students' skill level; in the burning game, girls can burn both sexes and boys can burn only boys. This teacher’s way of acting reveals his effort to balance the relations between boys and girls, more or less skilled, enabling gender equity experiences in the class. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125058 2021-02-01T00:00:00Z O objetivo desta pesquisa foi analisar as razões de agir de um professor de educação física em episódios de ensino que envolveram diferenças de gênero e de habilidades dos estudantes. Neste estudo de caso, foram realizadas observações e filmagem de onze aulas da turma do 6º ano e entrevistas de autoconfrontação com o professor. Nos nove episódios de ensino analisados, notou-se que, nas aulas deste professor, existe uma ênfase na adaptação das regras dos esportes e dos jogos; ele propõe uma pontuação maior para o gol das meninas no handebol e no futsal; alterna os gêneros na escolha das equipes e os últimos estudantes escolhem suas equipes e qual equipe começa jogando; valoriza a resolução de problemas e as estratégias de jogo; realiza provas coletivas no atletismo, somando a pontuação de todos os membros da equipe; adapta a distância do saque do voleibol de acordo com o nível de habilidade dos estudantes; no jogo de queimada, as meninas podem queimar meninas e meninos e os meninos só podem queimar meninos. A razão de agir deste professor revela seu esforço para equilibrar as relações entre meninos e meninas, mais ou menos habilidosos, possibilitando a vivência de experiências de equidade de gênero nas aulas. The aim of this research was to analyze the reasons for acting of a Physical Education teacher in the teaching episodes that involved differences in gender and students’ skills. In this case study, observations and filming of eleven classes from the 6th grade class and self-confrontation interviews with the teacher were carried out. In the nine teaching episodes analyzed, it was noted that, in this teacher's classes, there is an emphasis on adapting the rules of sports and games; he proposes a higher score for the girls' goal in handball and futsal; alternates genders in the formation of teams and the last students choose their teams and which team starts playing; values problem solving and game strategies; performs collective tests in athletics, adding the scores of all team members; adapts the volleyball service distance according to the students' skill level; in the burning game, girls can burn both sexes and boys can burn only boys. This teacher’s way of acting reveals his effort to balance the relations between boys and girls, more or less skilled, enabling gender equity experiences in the class. http://sedici.unlp.edu.ar:80/handle/10915/125054 Articulo Preference, importance and participation of girls and boys in the Physical Education High School class Educación Física y Ciencia; vol. 23, no. 1 O objetivo do estudo é compreender, sob perspectiva discente, a interferência do marcador gênero nas relações dos/as estudantes de Ensino Médio com a Educação Física (EF). Trata-se de uma pesquisa descritiva com 94 alunos e 88 alunas de 8 escolas estaduais de São Paulo (Brasil), que levantou informações de gosto, importância e participação na disciplina EF, a partir de aplicação de questionário estruturado. Os resultados indicam que meninos atribuem maior importância, gostam e participam mais do que as meninas. Contudo, não é possível afirmar que meninas desgostam, não participam e não atribuem importância. Em cotejo com a literatura, a participação das alunas na EF, além do fator gosto, está concatenada a obrigação ou via “obediência-subversiva” no ambiente ambíguo escolar, de discursos explícitos de igualdade de condições e de práticas implícitas segregacionistas de gênero; por sua vez, a referida ambiência implícita favorece a “colonização” de meninos nas aulas de EF. Concluímos que são os docentes (homens e mulheres) que podem problematizar a desigualdade e ajudar a instituir uma EF com equidade de gênero.; The aim of this study is to understand, from the student’s perspective, the interference of gender marker in High School students in relation to Physical Education (PE). This is a descriptive study with 94 boys and 88 girls from 8 public schools of São Paulo State (Brazil), which raised information on preference, importance and participation in PE classes, through the application of a structured questionnaire. The results indicate that boys give greater importance to like and participate more in the class than girls. However, it is not possible to say that girls dislike it, do not participate and do not give importance to it. Research in the literature shows that the participation of students in PE, beyond preference, is associated with the obligation or via “subversive obedience” in the ambiguous school environment, with explicit speeches of equal conditions and implicit gender segregationist practices. On the other hand, the implicit environment supports the “colonization” of boys in PE classes. We conclude that teachers (men and women) are the ones who can problematize inequality and assist students to establish gender equity PE. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125054 2021-02-01T00:00:00Z O objetivo do estudo é compreender, sob perspectiva discente, a interferência do marcador gênero nas relações dos/as estudantes de Ensino Médio com a Educação Física (EF). Trata-se de uma pesquisa descritiva com 94 alunos e 88 alunas de 8 escolas estaduais de São Paulo (Brasil), que levantou informações de gosto, importância e participação na disciplina EF, a partir de aplicação de questionário estruturado. Os resultados indicam que meninos atribuem maior importância, gostam e participam mais do que as meninas. Contudo, não é possível afirmar que meninas desgostam, não participam e não atribuem importância. Em cotejo com a literatura, a participação das alunas na EF, além do fator gosto, está concatenada a obrigação ou via “obediência-subversiva” no ambiente ambíguo escolar, de discursos explícitos de igualdade de condições e de práticas implícitas segregacionistas de gênero; por sua vez, a referida ambiência implícita favorece a “colonização” de meninos nas aulas de EF. Concluímos que são os docentes (homens e mulheres) que podem problematizar a desigualdade e ajudar a instituir uma EF com equidade de gênero. The aim of this study is to understand, from the student’s perspective, the interference of gender marker in High School students in relation to Physical Education (PE). This is a descriptive study with 94 boys and 88 girls from 8 public schools of São Paulo State (Brazil), which raised information on preference, importance and participation in PE classes, through the application of a structured questionnaire. The results indicate that boys give greater importance to like and participate more in the class than girls. However, it is not possible to say that girls dislike it, do not participate and do not give importance to it. Research in the literature shows that the participation of students in PE, beyond preference, is associated with the obligation or via “subversive obedience” in the ambiguous school environment, with explicit speeches of equal conditions and implicit gender segregationist practices. On the other hand, the implicit environment supports the “colonization” of boys in PE classes. We conclude that teachers (men and women) are the ones who can problematize inequality and assist students to establish gender equity PE. http://sedici.unlp.edu.ar:80/handle/10915/125049 Articulo Dialogues between Physical Education Teaching Training and Comprehensive Sexual Education Act: tensions, discussions, continuities, and discontinuities from the perspective of undergraduates from ISEF N°2 Federico W. Dickens, Buenos Aires Educación Física y Ciencia; vol. 23, no. 1 El presente artículo de investigación pretende indagar sobre los sentidos y los discursos en torno a la formación docente en la ley de la Educación Sexual Integral en el campo disciplinar de la Educación Física. Se elaboró una investigación del tipo descriptivo bajo el modo de operación cualitativo y diseño de acción-investigación a partir de entrevistas y análisis documental cuyo marco referencial está situado en el Instituto Superior de Educación Física “Federico W. Dickens”, Ciudad Autónoma de Buenos Aires, Argentina. A partir del análisis del trabajo de campo, y en articulación con el marco conceptual y el propósito de la investigación, los resultados y sus discusiones están vinculados a la importancia social de que se formen docentes de Educación Física en las perspectivas de la ley en cuestión; en el carácter transversal de sus contenidos y los puntos de contacto con el diseño curricular que opera en las clases de Educación Física; y en la función social de la ley en términos de ampliación de derechos y su interpretación como una herramienta docente. Al finalizar el artículo se propone una serie de interpretaciones a modo de conclusión y posibles líneas de investigación en la temática abordada.; This research article investigates the senses and the discourses around teaching training in the Comprehensive Sexual Education Act, within the disciplinary field of Physical Education. It presents a descriptive research elaborated with qualitative and action research tools, as it is based on interviews and the analysis of documents. Its referential framework is situated in the Instituto de Formación Superior,“Federico W. Dickens”, in Buenos Aires, Argentina. From the analysis of the fieldwork, and in articulation with the conceptual framework and the purpose of the research, the results and their discussions are linked to the social importance of training Physical Education teachers in the perspectives of the above mentioned Act; in the transversal nature of its contents and the contact points with the curriculum that operates in the Physical Education classes; as well as the social function of the Act in terms of extension of rights and its interpretation as a teaching tool. At the end of this article, a series of interpretations are proposed as a conclusion, along with possible lines of research in the subject presented. Mon, 01 Feb 2021 00:00:00 GMT http://sedici.unlp.edu.ar:80/handle/10915/125049 2021-02-01T00:00:00Z El presente artículo de investigación pretende indagar sobre los sentidos y los discursos en torno a la formación docente en la ley de la Educación Sexual Integral en el campo disciplinar de la Educación Física. Se elaboró una investigación del tipo descriptivo bajo el modo de operación cualitativo y diseño de acción-investigación a partir de entrevistas y análisis documental cuyo marco referencial está situado en el Instituto Superior de Educación Física “Federico W. Dickens”, Ciudad Autónoma de Buenos Aires, Argentina. A partir del análisis del trabajo de campo, y en articulación con el marco conceptual y el propósito de la investigación, los resultados y sus discusiones están vinculados a la importancia social de que se formen docentes de Educación Física en las perspectivas de la ley en cuestión; en el carácter transversal de sus contenidos y los puntos de contacto con el diseño curricular que opera en las clases de Educación Física; y en la función social de la ley en términos de ampliación de derechos y su interpretación como una herramienta docente. Al finalizar el artículo se propone una serie de interpretaciones a modo de conclusión y posibles líneas de investigación en la temática abordada. This research article investigates the senses and the discourses around teaching training in the Comprehensive Sexual Education Act, within the disciplinary field of Physical Education. It presents a descriptive research elaborated with qualitative and action research tools, as it is based on interviews and the analysis of documents. Its referential framework is situated in the Instituto de Formación Superior,“Federico W. Dickens”, in Buenos Aires, Argentina. From the analysis of the fieldwork, and in articulation with the conceptual framework and the purpose of the research, the results and their discussions are linked to the social importance of training Physical Education teachers in the perspectives of the above mentioned Act; in the transversal nature of its contents and the contact points with the curriculum that operates in the Physical Education classes; as well as the social function of the Act in terms of extension of rights and its interpretation as a teaching tool. At the end of this article, a series of interpretations are proposed as a conclusion, along with possible lines of research in the subject presented.