El cuerpo dispuesto: disaffordance identitaria en el deporte universitario
O Corpo Disposto: disaffordance identitário no esporte universitário
DOI:
https://doi.org/10.54104/papeles.v18n36.2380Palavras-chave:
educación superiorResumo
Este artigo analisa as pedagogias corporais implícitas em contextos deportivos universitários, conceituando a disponibilidade corporal obrigatória como um mecanismo de desaffordance (negação de oportunidades de ação) identitário: uma restrição sistemática das possibilidades percebidas para a autoconcepção ea ação. A literatura existente documentou fenômenos como a internalização de ideais corporais, a auto-objetificação, o fechamento ( foreclosure ) da identidade atlética ea autoculpabilização; no entanto, esses construtos permanecenm teóricamente dispersos. El presente trabajo propone que estos fenómenos constituyen manifestaciones de un proceso unificado: apropiação epistêmica através del desaffordance .
Este mecanismo reconfigura el paisaje navegacional del agente de tal forma que ciertas posiciones identitarias (particularmente aquellos que espelham as valorizações institucionais do corpo) tornam-se naturalizadas a um baixo custo informacional, enquanto posições alternativas tornam-se praticamente imperceptíveis. A restrição deixa de ser experienciada como imposição externa e passa a ser vivida como autodeterminação: os constrangimentos estruturais tornam-se características do self (eu).
Como exploración complementaria, los datos del foro coletados utilizan un diseño secuencial de métodos mixtos: escalas Likert foram aplicadas a 35 participantes de cheerleading universitária, y entrevistas semiestruturadas foram conduzidas com participantes seleccionados. Os padrões exploratórios mostram-se ilustrativos: a coexistência de alta internalização de mandatos corporais com baixa percepção de pressão externa, particularmente dos pares. Isso podria ser interpretado como un achado aparentemente contraintuitivo en un contexto intensamente grupal, pero que, sin embargo, confirma el mecanismo de apropiación epistêmica: cuando a restrição foi internalizada con éxito, ela deixa de parecer externa. La coerencia del modelo tiene implicaciones directas para una intervención educativa: en vez de abordajes dispersos que tratan separadamente crisis, actitudes o vulnerabilidades individuales, las intervenciones deben centrarse en un rediseño ambiental que reconfigura un paisaje de posibilidades percibidas.
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Direitos autorais (c) 2026 Celina Peinado Beltrán, Daniel Fierro leyva, Valeria Uriarte Camargo
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NoDerivatives 4.0 International License.
