Educación física emocional para la neurodiversidad en el contexto de la educación inclusiva
| Pages | 1-8 |
| Date | 01 April 2025 |
| Published date | 01 April 2025 |
| Author | Massiel Castro Salazar ,Roxana Calderón Lingán |
| Subject Matter | Social Sciences |
1
REVISTA INVECOM “Estudios transdisciplinarios en comunicación y sociedad” / ISSN 2739-0063 /
www.revistainvecom.org. Vol. 5, # 2, 2025. Licencia CC BY. Educación física emocional para la neurodiversidad en
el contexto de la educación inclusiva. Massiel Castro Salazar y Roxana Calderón Lingán.
Educación física emocional para la neurodiversidad en el contexto de la educación
inclusiva
Emotional Physical Education for Neurodiversity in the Context of Inclusive Education
Massiel Castro Salazar
https://orcid.org/0000-0002-5776-9668
ccastrosa12@ucvvirtual.edu.pe
Universidad Cesar Vallejo. Lima, Perú
Roxana Calderón Lingán
https://orcid.org/0009-0008-0734-0004
caldliro@ucvvirtual.edu.pe
Universidad Cesar Vallejo. Lima, Perú
RESUMEN
En la presente investigación realizada se formuló como principal objetivo “analizar la educación física emocional
en los educandos neurodiversos en un entorno educativo de Lima en el 2024”. El enfoque metodológico fue
cualitativo, con un diseño fenomenológico interpretativo y método inductivo. Se empleó la técnica de la entrevista
y como instrumento de recolección de datos una guía semi estructurada aplicada a seis participantes conformada
por estudiantes con necesidades educativas especiales, quienes de manera voluntaria compartieron sus respuestas a
la entrevista, al igual que las impresiones de la categoría educación física emocional; también se evaluaron
subcategorías como la regulación emocional y conciencia emocional en el entorno educativo. Por lo descrito, la
investigación podría ser un pilar de impulso para el desarrollo de la ODS 4, relacionado con una educación inclusiva,
equitativa y de calidad, que impulse oportunidades de aprendizaje para la vida.
Palabras clave: educación física emocional, conciencia emocional, regulación emocional.
Recibido: 05-05-24 - Aceptado: 08-07-24
ABSTRACT
In the present research, the main objective was "to analyze emotional physical education in neurodiverse learners
in an educational environment in Lima in 2024". The methodological approach was qualitative, with an
interpretative phenomenological design and an inductive method. The interview technique was used and a semi-
structured guide was used as a data collection instrument applied to six participants made up of students with special
educational needs, who voluntarily shared their answers to the interview, as well as the impressions of the physical
and emotional education category; subcategories such as emotional regulation and emotional awareness in the
educational environment were also evaluated. Based on the above, the research could be a driving force for the
development of SDG 4, related to inclusive, equitable, and quality education that fosters lifelong learning
opportunities.
Keywords: emotional physical education, emotional awareness, emotional regulation.
INTRODUCCIÓN
Durante las últimas décadas la inclusión y diversidad han sido factores clave para el liderazgo de las
instituciones educativas en el mundo. Las gestiones educativas están reconociendo que tener un espacio educativo
inclusivo y diverso no solo es una cuestión de equidad, sino que es identificar y eliminar las brechas educativas
latentes del mundo actual, desde una perspectiva pedagógica y de enseñanza (Valarezo-Cueva et al., 2022). No
obstante, en el mundo aún se evidencia una alta población excluida del sistema educativo, siendo una de las razones
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