Article RETRACTED due to manipulation by the authors and citations perfil de aluno Pancasila para os cidadãos indonésios através da educação física na escola
Article RETRACTED due to manipulation by the authors and citations
DOI:
https://doi.org/10.47197/retos.v61.109706Palavras-chave:
Fortalecimento, perfil do aluno Pancasila, cidadão, Indonésia, educação física, escolaResumo
Este estudo tem como objetivo investigar o fortalecimento do perfil do aluno Pancasila para os cidadãos indonésios através da Educação Física (EF) na escola. O objectivo é descobrir se através da EF na escola o conteúdo do carácter do perfil do aluno Pancasila para os cidadãos indonésios pode ser reforçado, bem como descobrir as funções, estratégias, lacunas e desafios existentes. Os dados foram obtidos a partir de artigos pesquisados através do Google Scholar. A pesquisa concentrou-se naqueles publicados em revistas indexadas na Scopus publicadas em 2019-2024. Os periódicos foram selecionados considerando critérios de inclusão e exclusão. As palavras-chave utilizadas foram; «A construção do carácter e os alunos e a pancasila e através da educação física e da escola». Da pesquisa no período 2019-2014 foram encontrados 5.790 artigos. Além disso, foram reexaminados em várias fases e foram obtidos 16 artigos que se enquadravam no tema e cumpriam os requisitos de inclusão. Durante a seleção dos artigos, este estudo seguiu as diretrizes do PRISMA. Os resultados deste estudo confirmam que a integração dos valores Pancasila na educação física escolar desempenha um papel estratégico na formação do carácter dos alunos em consonância com a ideologia do Estado. A educação física não só melhora as capacidades físicas, como também se torna um meio eficaz para interiorizar valores sociais como o gotong royong, a tolerância, a honestidade e a integridade, que são o cerne da Pancasila. No entanto, existe um fosso significativo entre a política de educação do carácter baseada no Pancasila e a prática no terreno, principalmente devido à falta de preparação dos professores, à sua formação profissional limitada e à disparidade de recursos. Estes desafios são agravados por pressões académicas que reduzem a atenção dada ao desenvolvimento do carácter, bem como por normas sociais que inibem a inclusão, como a discriminação contra estudantes com deficiência. Enfrentar estes desafios requer uma abordagem holística que inclua o desenvolvimento de um currículo mais inclusivo, a melhoria da formação e do desenvolvimento profissional dos professores e a utilização de métodos de ensino inovadores e inclusivos. As implicações destas conclusões realçam a importância da colaboração entre o governo, as escolas e as comunidades para criar ambientes de aprendizagem propícios, bem como um maior investimento em infra-estruturas de educação física.
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