Physical Education in the inclusion of immigrant students in Ecuador
DOI:
https://doi.org/10.47197/retos.v67.114727Keywords:
Physical and sports activities, Cultural diversity, inclusion, Immigration, Human mobilityAbstract
Introduction: Physical Education allows for the inclusion of immigrant students through physical and sports activities that promote play, communication, respect, and appreciation for cultural diversity.
Objective: To determine the conditions of inclusion that characterize Physical Education for immigrant students in Ecuador.
Methodology: A quantitative method with a descriptive cross-sectional method is used and the questionnaire technique was applied through a 20-item survey valued using a Likert scale. The sample consisted of 384 Physical Education teachers nationwide.
Results: There is a positive attitude toward the inclusion of immigrant students in schools, both public and private; this attitude is not always reflected in effective inclusive practices. In the area of Physical Education, a duality is observed: while participation and teamwork are promoted, there are deficiencies in institutional support, collaboration between professionals, and the integration of diversity into the curriculum.
Discussion: Various studies agree with the current study on the need for training physical education teachers in skills to address the inclusion of immigrant students. They also highlight its value in respecting diversity. The need for public policies for the inclusion of immigrant students and flexibility in educational strategies is also recognized.
Conclusions: There is a great need for a comprehensive approach that combines clear policies, specialized teacher training, and a culture of respect for diversity to ensure the effective inclusion of immigrant students in physical education in Ecuador.
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