El cuerpo dispuesto: disaffordance identitaria en el deporte universitario
The Able Body: Identity Disaffordance in College Sports
DOI:
https://doi.org/10.54104/papeles.v18n36.2380Palabras clave:
Pedagogía corporal, educación superior, disaffordance, apropiación epistémica, deporte universitario, identidad corporalResumen
Introducción: Este artículo analiza las pedagogías corporales implícitas en contextos deportivos universitarios, conceptualizando la disponibilidad corporal obligada como un mecanismo de disaffordance identitaria: la restricción sistemática de las posibilidades percibidas de autoconcepción. La literatura ha documentado fenómenos como la internalización de ideales corporales, la autoobjetificación y la clausura identitaria deportiva; sin embargo, estos constructos permanecen teóricamente dispersos. Este artículo propone que tales fenómenos constituyen manifestaciones de la apropiación epistémica, el proceso mediante el cual las restricciones externas se internalizan hasta dejar de percibirse como coerciones ambientales. Metodología: Se empleó un diseño mixto secuencial, aplicando escalas tipo Likert a 35 participantes de equipos de porra universitaria y realizando entrevistas semiestructuradas con casos seleccionados. Las escalas funcionan como herramientas heurísticas para ilustrar patrones teóricamente relevantes, sin pretensión de validación psicométrica ni de generalización estadística. Los datos cuantitativos se analizaron mediante Radial Analysis (RA), un método geométrico que permite visualizar las correlaciones entre las dimensiones de internalización y la presión percibida. Resultados y discusión: Los patrones exploratorios ilustran la coexistencia de una alta internalización de mandatos corporales con una baja percepción de presión externa, en particular, la de pares, lo que confirma el mecanismo de apropiación epistémica: cuando la restricción ha sido exitosamente internalizada, deja de aparecer como externa. Conclusiones: La coherencia del modelo tiene implicaciones directas para la intervención educativa: las intervenciones deben centrarse en el rediseño ambiental que reconfigure el paisaje de posibilidades percibidas, más que en intervenciones individualizadas sobre disposiciones personales.
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Derechos de autor 2026 Celina Peinado Beltrán, Daniel Fierro leyva, Valeria Uriarte Camargo
Esta obra está bajo una licencia internacional Creative Commons Atribución-SinDerivadas 4.0.
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