Publication: Identidades masculinas: estereotipos de género y participación en la educación física, la actividad física y el deporte
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2016-11-30
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Universidad Complutense de Madrid
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Abstract
A modo de Introducción se recoge la idea de dónde nace la presente investigación y no es otra que la observación directa de mis clases de Educación Física. A menudo he observado la utilización de las clases de EF y de los patios de recreo como un lugar donde se desarrollan las identidades de género, no haciéndose de forma equilibrada e igualitaria, sino basándose en las jerarquías de poder de unos sobre otros. Durante la revisión bibliográfica se observó que la mayoría de los estudios se centraban en la mujer por diferentes aspectos como, por ejemplo, la escasa participación en la actividad físico deportiva, los motivos por los que suelen practicar actividad físico-deportiva, la tipificación sexual de las actividades físico-deportivas o las actitudes hacia los contenidos propuestos en EF (J. Blández Ángel, E. Fernández García, & M. A. Sierra Zamorano, 2007; Fernández García et al., 2007; Koivula, 1999; Pelegrín Muñoz, León Campos, Ortega Toro, & Garcés de los Fayos Ruiz, 2012; Riemer & Visio, 2003). Dado que tanto a nivel nacional como a nivel internacional el estudio de las identidades de género centrado en el alumnado varón era escaso, se focalizó el objetivo de la investigación en las identidades masculinas. Cuatro han sido los objetivos generales que han marcado las líneas básicas de la investigación. El primero se refiere a las relaciones que se establecen entre las variables tipologías de rol de género y participación en actividades físico-deportivas. El segundo objetivo profundiza en la definición y conceptualización de la identidad masculina en el alumnado pre-adolescente varón y en su profesorado de la EF. En el tercer objetivo se buscan las relaciones existentes entre las diversas identidades masculinas y los estereotipos de género en el ámbito de la EF, la actividad física y el deporte. Y el último objetivo describe la forma en que el profesorado de EF influye en la progresión o perpetuación de ciertos estereotipos de género ligados a la EF, la actividad física y el deporte...
In the Introduction, I explain the origins of the study, which is actually the direct observation of my Physical Education classes. I have often seen how gender identities develop in Physical Education classes and in the playground, not based on a balanced and equal manner, but rather on the power hierarchies of some children over others. During my literature review, I realized that most of the studies focused on women, albeit in different aspects, such as the low participation in physical and sporting activities, the reasons why they usually engage in physical and sporting activities, how physical and sporting activities are perceived from a gender point of view or the attitudes towards the proposed contents of Physical Education (J. Blández Ángel et al., 2007; Fernández García et al., 2007; Koivula, 1999; Pelegrín Muñoz et al., 2012; Riemer & Visio, 2003). Given that, both at national and international level, the study of gender identity on male students was limited, my research objective was focused on masculine identities. There are four general objectives that represent the foundations of this research. The first one explores the relation established between the two variables: typologies of gender role and participation in physical and sporting activities. The second objective delves into the definition and conceptualization of the masculine identity in the preadolescent male student body and their Physical Education teachers. The third objective aims to find the existing relation between the different typologies of masculine identity and the gender stereotypes in the field of Physical Education, physical activities and sports. The last objective describes the role played by the Physical Education teachers in the development or perpetuation of certain stereotypes linked to Physical Education, physical activities and sports...
In the Introduction, I explain the origins of the study, which is actually the direct observation of my Physical Education classes. I have often seen how gender identities develop in Physical Education classes and in the playground, not based on a balanced and equal manner, but rather on the power hierarchies of some children over others. During my literature review, I realized that most of the studies focused on women, albeit in different aspects, such as the low participation in physical and sporting activities, the reasons why they usually engage in physical and sporting activities, how physical and sporting activities are perceived from a gender point of view or the attitudes towards the proposed contents of Physical Education (J. Blández Ángel et al., 2007; Fernández García et al., 2007; Koivula, 1999; Pelegrín Muñoz et al., 2012; Riemer & Visio, 2003). Given that, both at national and international level, the study of gender identity on male students was limited, my research objective was focused on masculine identities. There are four general objectives that represent the foundations of this research. The first one explores the relation established between the two variables: typologies of gender role and participation in physical and sporting activities. The second objective delves into the definition and conceptualization of the masculine identity in the preadolescent male student body and their Physical Education teachers. The third objective aims to find the existing relation between the different typologies of masculine identity and the gender stereotypes in the field of Physical Education, physical activities and sports. The last objective describes the role played by the Physical Education teachers in the development or perpetuation of certain stereotypes linked to Physical Education, physical activities and sports...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Expresión Musical y Corporal, leída el 19-01-2016