{"id":117559,"date":"2015-02-06T00:00:00","date_gmt":"2015-02-06T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/kurutziaga-ikastolako-gorputz-hezkuntzan-giza-genero-eredu-motorrak\/"},"modified":"2015-02-06T00:00:00","modified_gmt":"2015-02-06T00:00:00","slug":"kurutziaga-ikastolako-gorputz-hezkuntzan-giza-genero-eredu-motorrak","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/etnografia-y-etnologia\/kurutziaga-ikastolako-gorputz-hezkuntzan-giza-genero-eredu-motorrak\/","title":{"rendered":"Kurutziaga ikastolako gorputz hezkuntzan giza genero eredu motorrak"},"content":{"rendered":"

Tesis doctoral de Yolanda Santeodoro Egia <\/strong><\/h2>\n

Ikerketa lan honetan helburua gorputz hezkuntza praktika motorrak sustatzen duengiza genero eredua ezagutzea da. Horretarako, durangoko kurutziaga ikastolan lehenhezkuntzako hirugarren zikloan jarri da arreta. Gorputz hezkuntzan, alde batetik, neskeketa mutilek gauzatu dituzten jarduera motorren barne logika aztertu da: espazioarenerabilerari, parte hartzaileen arteko elkarrekintzari, denboraren zentzuari eta objektuenerabilpenari dagozkien esanahiak miatu dira. Bestetik, aztertu den gorputz hezkuntzagauzatu den kulturaren ezaugarriak azaldu dira, arreta generoarekiko adierazpen kulturaletanjarriz. Ezaugarrien arteko uztarketa ikerketa etnografikotik abiatu da. Metodolog\u00edakualitatiboa erabili da, behaketa parte-hartzailea eta dokumentuen azterketak ikertu dengorputz hezkuntzaren testuingurua miatzeko baliabide metodologikoak izan dira. Datuenanalisiari hurbiltze prozesua ardurarekin egin da. Lehenengo, durangoko kurutziagaikastolako gorputz hezkuntzan proposatu diren jarduera motorren barne ezaugarriakbanan-banan aztertu dira. Gero, ezaugarrien arteko loturen azterketa egiteko. Prozesuhonen ondorioz genero ikuspuntutik errealitateak agertzen joan dira. Ikerketaren hasierakoanalisiek ikerketa sakontzeko bidea zabaldu dute. Kurutziaga ikastolako gorputz hezkuntzarenazterlan honetan ondorioztatu da emakumeari egotzitako giza genero ereduagizonari egotzitako eredu maskulino hegemonikoarekiko menpe kokatu dela, tradizioanezarritako emakumezko eta gizonezko giza generoen arteko menpekotasun harremanasustatu da, giza genero harreman suspertzaileak saihestuz.El objetivo de este trabajo de investigaci\u00c2\u00bfn es conocer el modelo social de g\u00c2\u00bfneroque la educaci\u00c2\u00bfn f\u00c2\u00bfsica suscita. Para ello, se ha puesto la atenci\u00c2\u00bfn en el tercer ciclo deeducaci\u00c2\u00bfn primaria de la ikastola kurutziaga de durango. Por una parte, se ha analizadola l\u00c2\u00bfgica interna de las actividades motrices que han realizado las chicas y chicos eneducaci\u00c2\u00bfn f\u00c2\u00bfsica: se han analizado los significados referentes a la utilizaci\u00c2\u00bfn del espacio,la interacci\u00c2\u00bfn entre los participantes, el sentido del tiempo y la utilizaci\u00c2\u00bfn de objeto.Por otra parte, se ha analizado el contexto cultural en el que se ha llevado a cabo laeducaci\u00c2\u00bfn f\u00c2\u00bfsica analizada, poniendo la atenci\u00c2\u00bfn en las expresiones culturales referidasal g\u00c2\u00bfnero. La relaci\u00c2\u00bfn entre las caracter\u00c2\u00bfsticas parte de una investigaci\u00c2\u00bfn etnogr\u00c2\u00bffica.Se ha utilizado una metodolog\u00c2\u00bfa cualitativa, la observaci\u00c2\u00bfn participante y el examen dedocumentos son los recursos metodol\u00c2\u00bfgicos utilizados para analizar el contexto de laeducaci\u00c2\u00bfn f\u00c2\u00bfsica que se ha investigado. El acercamiento al an\u00c2\u00bflisis de datos ha sidocuidadoso. Primeramente, se han analizado una a una las caracter\u00c2\u00bfsticas de la l\u00c2\u00bfgicainterna de las actividades motrices propuestas en la educaci\u00c2\u00bfn f\u00c2\u00bfsica de la ikastola kurutziaga.Para posteriormente, realizar el examen de la relaci\u00c2\u00bfn existente entre esas caracter\u00c2\u00bfsticas.En este trabajo de examen de la educaci\u00c2\u00bfn f\u00c2\u00bfsica de la ikastola kurutziagase ha concluido que el modelo de g\u00c2\u00bfnero social vinculado a la mujer se ha supeditado almodelo de g\u00c2\u00bfnero masculino hegem\u00c2\u00bfnico vinculado al hombre. Se ha promovido la relaci\u00c2\u00bfnde subordinaci\u00c2\u00bfn entre los g\u00c2\u00bfneros sociales femenino y masculino determinadostradicionalmente, evitando las relaciones sociales de g\u00c2\u00bfnero emergentes.<\/p>\n

 <\/p>\n

Datos acad\u00e9micos de la tesis doctoral \u00abKurutziaga ikastolako gorputz hezkuntzan giza genero eredu motorrak<\/strong>\u00ab<\/h3>\n
    \n
  • T\u00edtulo de la tesis:<\/strong>\u00a0 Kurutziaga ikastolako gorputz hezkuntzan giza genero eredu motorrak <\/li>\n
  • Autor:<\/strong>\u00a0 Yolanda Santeodoro Egia <\/li>\n
  • Universidad:<\/strong>\u00a0 Pa\u00eds vasco\/euskal herriko unibertsitatea<\/li>\n
  • Fecha de lectura de la tesis:<\/strong>\u00a0 02\/06\/2015<\/li>\n<\/ul>\n

     <\/p>\n

    Direcci\u00f3n y tribunal<\/h3>\n
      \n
    • Director de la tesis<\/strong>\n
        \n
      • Asier Oiarbide Goikoetxea<\/li>\n<\/ul>\n<\/li>\n
      • Tribunal<\/strong>\n
          \n
        • Presidente del tribunal: baleren Bakaikoa azurmendi <\/li>\n
        • rosa Rodriguez arregi (vocal)<\/li>\n
        • rold\u00e1n Jimeno aranguren (vocal)<\/li>\n
        • miren aurkene Alzua sorzabal (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          Tesis doctoral de Yolanda Santeodoro Egia Ikerketa lan honetan helburua gorputz hezkuntza praktika motorrak sustatzen duengiza genero eredua ezagutzea da. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[726,12909],"tags":[203667,39722,231584,41763,104565,231583],"class_list":["post-117559","post","type-post","status-publish","format-standard","hentry","category-etnografia-y-etnologia","category-pais-vasco-euskal-herriko-unibertsitatea","tag-asier-oiarbide-goikoetxea","tag-baleren-bakaikoa-azurmendi","tag-miren-aurkene-alzua-sorzabal","tag-roldan-jimeno-aranguren","tag-rosa-rodriguez-arregi","tag-yolanda-santeodoro-egia"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117559","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=117559"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/117559\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=117559"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=117559"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=117559"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}