Modelo de identidade étnica e autoconceito físico-social em adolescentes imigrantes: contributos para a pedagogia da educação física
DOI:
https://doi.org/10.47197/retos.v82.118877Palavras-chave:
Aculturação, biculturalismo, competência motora, educação multicultural, adaptação psicossocialResumo
Introdução: A relação entre identidade étnica e autoconceito em adolescentes imigrantes tem sido amplamente estudada de forma independente, mas persiste a falta de modelos teóricos que integrem ambos os constructos, especialmente em contextos baseados no movimento. Este trabalho aborda esta questão, com enfoque nas dimensões física e social do autoconceito em Educação Física.
Objectivos: Desenvolver um modelo teórico que explique a relação bidireccional entre a identidade étnica e o autoconceito (físico e social) em adolescentes imigrantes e explorar o seu contributo para a adaptação e integração psicossocial em contextos educativos.
Métodos: Foi realizada uma revisão narrativa da literatura clássica e contemporânea sobre identidade étnica e autoconceito multidimensional. Com base nesta síntese, foram integrados referenciais teóricos estabelecidos para construir um modelo explicativo aplicável a contextos de Educação Física.
Resultados: O modelo propõe que a identidade étnica e o autoconceito operam num ciclo bidirecional: uma identidade cultural forte promove a confiança para participar em contextos sociais e desportivos, enquanto o sucesso percebido — competência física e aceitação social — reforça a identidade do adolescente imigrante. Estes processos contribuem para a afirmação da identidade, a adaptação psicossocial e a integração.
Conclusões: A Educação Física é um contexto pedagógico ideal para promover estas dinâmicas através da cooperação estruturada, da participação e da interação significativa. O modelo oferece um quadro teórico parcimonioso que prioriza as experiências educativas e pode orientar a investigação e as práticas inclusivas que visam promover o bem-estar, o sentido de pertença e a integração em ambientes escolares culturalmente diversos.
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Direitos de Autor (c) 2026 Ignacio Ballester-Esteve, Raquel Torner-Ripoll, Laura Padilla-Bautista
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