Pedagogical practices in Physical Education in the rural context: reflections and contributions

Abstract

The main objective of this article is to analyze and propose improvements in the pedagogical practices of Physical Education in the rural context, supported by the experience of rural education in the municipality of Apartadó subregion of Urabá, Antioquia Colombia, with the intention of contributing to the development of inclusive and quality physical education in these environments. It seeks to identify existing challenges, as well as opportunities for improvement, in order to provide guidance to teachers and those responsible for educational policies. The study on pedagogical practices in Physical Education in rural areas is presented as an opportunity to understand and improve teaching in this specific context. The importance of this issue lies in the need to adapt educational strategies to the particularities of rural areas, guaranteeing access to quality physical education for all students, regardless of their geographical location. When analyzing the context of physical education in rural areas, it is crucial to consider the unique limitations and challenges faced by both teachers and students. Factors such as lack of infrastructure, limited resources, and a shortage of trained professionals can influence the quality of teaching and student engagement. These elements must be taken into account when designing and implementing effective pedagogical practices. The importance of these pedagogical practices in rural contexts lies in their ability to adapt to the specific needs and realities of students in these areas. Appropriate pedagogical strategies can foster participation, meaningful learning, and motor skill development in an educational environment that often faces unique challenges.