Análise comparativa de modelos de gestão da Educação Física em universidades chinesas e cazaques
DOI:
https://doi.org/10.47197/retos.v78.118769Palavras-chave:
A inteligência artificial na educação, iniciativa Faixa e Rota, educação comparada, governação educacional, gestão da educação físicaResumo
Introdução: A gestão da educação física nas universidades expandiu-se para além da oferta tradicional de disciplinas, incluindo os sistemas de monitorização digital, a garantia da qualidade e as estratégias de internacionalização. A China e o Cazaquistão, apesar da proximidade geográfica e da cooperação no âmbito da Iniciativa Faixa e Rota, apresentam estruturas de governação distintas nos seus sistemas de educação física.
Objectivo: Este estudo teve como objectivo desenvolver e aplicar um modelo de Governação-Tecnologia-Pedagogia para comparar sistematicamente a gestão do ensino e da formação em educação física nas universidades chinesas e cazaques nas dimensões de governação, integração curricular-tecnológica, sistemas de avaliação e estratégias de internacionalização.
Metodologia: Foi realizado um estudo de caso comparativo qualitativo em doze universidades, com seis instituições selecionadas de cada país. Os documentos de políticas nacionais, os currículos institucionais e os acordos de cooperação bilateral de 2020 a 2025 foram analisados utilizando a análise temática comparativa orientada pela teoria da localização de normas.
Resultados: Os resultados indicaram que a China implementou um sistema centralizado baseado em inteligência artificial com uma precisão algorítmica superior a 97,5%, um sistema nacional obrigatório de exame de aptidão física e uma mobilidade internacional de estudantes superior a 18.000 estudantes da Ásia Central. Em contraste, o Cazaquistão adoptou um modelo híbrido-adaptativo caracterizado por políticas educativas trilingues, estruturas baseadas em competências alinhadas com o Sistema Europeu de Transferência de Créditos (ECTS), avaliações baseadas em carteiras e estratégias diversificadas de mobilidade internacional.
Discussão: Estes modelos reflectiram adaptações localizadas das tendências educativas globais. O forte alinhamento entre governação e tecnologia na China possibilitou uma padronização eficiente, mas limitou a flexibilidade pedagógica, enquanto o modelo do Cazaquistão melhorou a sensibilidade cultural, mas enfrentou desafios de coordenação devido à sua estrutura híbrida.
Conclusões: O estudo conclui que ambos os sistemas representam adaptações contextuais específicas da governação global da educação física, e a estrutura Governação-Tecnologia-Pedagogia fornece uma base sólida para a cooperação educativa baseada em evidências no contexto da Iniciativa Faixa e Rota.
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