Physical education and educational transformation: challenges of the Nueva Escuela Mexicana in the face of sustainable development
DOI:
https://doi.org/10.62452/vexvww54Keywords:
Physical Education, Agenda 2030, Inclusion, Environmental sustainability, Teaching, Quality EducationAbstract
This paper presents a qualitative, document-based study aimed at analyzing the meaning of Physical Education within the framework of the Nueva Escuela Mexicana and its connection to the Sustainable Development Goals, particularly Goal 4, which refers to quality education. To this end, a systematic analysis of official and regulatory documents was conducted, including curriculum guidelines, current study plans, Physical Education subject programs, and documents issued by the United Nations. The results reveal the existence of a significant gap between the curricular guidelines of this educational model and their implementation in school Physical Education, mainly associated with the lack of specific teacher training, the scarcity of context-based teaching materials, and institutional conditions. Although the regulations promote an innovative vision, the analysis of the reviewed documents shows a predominance of traditional approaches focused on physical performance, with limited integration of topics related to sustainability, health, and inclusion. To move toward a more equitable and transformative education, it is necessary to revalue Physical Education as a strategic space for comprehensive development, as well as to strengthen teacher training and ensure the resources required for its proper implementation.
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