Pensamiento complejo y sistémico en educación física y promoción de actividad física

Carlos Mario Arango-Paternina; Willinton Javier Watts-Fernández; Ross Brownson

doi:10.17533/udea.efyd.e344232

Autores/as

Carlos Mario Arango-Paternina Universidad de Antioquia
Willinton Javier Watts-Fernández Universidad de Córdoba
Ross Brownson Washington University in St. Louis

DOI:

https://doi.org/10.17533/udea.efyd.e344232

Palabras clave:

ciencias de sistemas, ecología social, movimiento corporal humano

Resumen

En este texto exploramos las ventajas y limitaciones de adoptar e implementar el pensamiento complejo y el pensamiento sistémico en educación física y promoción de actividad física. Para ello, revisamos contribuciones desde la teoría crítica y el pensamiento complejo y sistémico. A partir de la convergencia de estos campos de conocimiento, y entendiendo la educación física y la promoción de actividad física como sistemas complejos, buscamos que se adopte una postura integradora y relacional para avanzar en las disciplinas del movimiento corporal humano. Analizamos también las ventajas y desafíos de implementar este abordaje y sugerimos ejemplos de intervención sistémica. Finalmente, planteamos y describimos las limitaciones y barreras del mundo real para su implementación.

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Biografía del autor/a

Carlos Mario Arango-Paternina, Universidad de Antioquia

Doctor en Educación Física y Salud. Profesor titular, Instituto Universitario de Educación Física y Deporte, Universidad de Antioquia, Medellín, Colombia. Correo electrónico: carlos.arangop@udea.edu.co

Willinton Javier Watts-Fernández, Universidad de Córdoba

Doctor en Educación. Profesor, Universidad de Córdoba, Montería, Colombia. Correo electrónico: wwatts@correo.unicordoba.edu.co

Ross Brownson, Washington University in St. Louis

Doctor en Epidemiología. Profesor, Brown School, Washington University in St. Louis, Misuri, Estados Unidos. Correo electrónico: rbrownson@wustl.edu

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