Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand

Detalhes bibliográficos
Autor(a) principal: Philpot, Rod
Data de Publicação: 2023
Outros Autores: Ovens, Alan
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Motrivivência (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/95537
Resumo: Critical pedagogy is a dynamic and transformative approach to education that must continue to adapt to the rapidly changing social and historical contexts in which education is situated. In this paper we argue that pedagogical practices based on indigenous knowledge and principles, enable a critical pedagogy for school Health and Physical Education (HPE) that challenges the effects of precarity. Drawing specifically on the context of Aotearoa New Zealand, we describe the principles of Kaupapa M?ori, an indigenous perspective that expresses M?ori aspirations and specific M?ori values, and how these principles are articulated in HPE. We argue that HPE practices underpinned by Kaupapa M?ori have the potential to reduce anger, anxiety and alienation through strengthening connections between students, between student and teachers, to land, and to emerging identities.
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spelling Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New ZealandEl conocimiento indígena como parte de una pedagogía crítica contra la precariedad en la Salud y Educación Física en Aotearoa Nueva ZelandiaO conhecimento indígena como parte de uma pedagogia crítica contra a precariedade em Saúde e Educação Física em Aotearoa Nova ZelândiaCritical pedagogyPrecarityIndigenous knowledgePedagogía críticaPrecariedadConocimiento indígenaPedagogia críticaPrecariedadeConhecimento indígenaCritical pedagogy is a dynamic and transformative approach to education that must continue to adapt to the rapidly changing social and historical contexts in which education is situated. In this paper we argue that pedagogical practices based on indigenous knowledge and principles, enable a critical pedagogy for school Health and Physical Education (HPE) that challenges the effects of precarity. Drawing specifically on the context of Aotearoa New Zealand, we describe the principles of Kaupapa M?ori, an indigenous perspective that expresses M?ori aspirations and specific M?ori values, and how these principles are articulated in HPE. We argue that HPE practices underpinned by Kaupapa M?ori have the potential to reduce anger, anxiety and alienation through strengthening connections between students, between student and teachers, to land, and to emerging identities.La pedagogía crítica es un abordaje dinámico y transformador de la educación que debe continuar a adaptándose a los contextos sociales e históricos en rápida transformación donde la educación está situada. En este artículo defendemos que prácticas pedagógicas basadas en saberes y principios indígenas posibilitan una pedagógica crítica para la Salud y Educación Física que cuestione los efectos de la precariedad. Con base específicamente en el contexto de Aotearoa Nueva Zelandia, describimos los principios de Kaupapa M?ori, una perspectiva indígena que expresa las aspiraciones M?ori y sus valores. Argumentamos que las prácticas de salud y Educación Física sustentadas por Kaupapa M?ori tienen el potencial de reducir la rabia, la ansiedad y la alienación por medio del fortalecimiento de conexiones entre los alumnos y profesores, con la tierra y con identidades emergentes.A pedagogia crítica é uma abordagem dinâmica e transformadora da educação que deve continuar a se adaptar aos contextos sociais e históricos em rápida mudança. Neste artigo, defendemos que práticas pedagógicas baseadas em saberes e princípios indígenas possibilitam uma pedagogia crítica para a Saúde e Educação Física que questione os efeitos da precariedade. Com base especificamente no contexto de Aotearoa Nova Zelândia, descrevemos os princípios de Kaupapa M?ori, uma perspectiva indígena que expressa as aspirações M?ori e os valores M?ori específicos, e como esses princípios são articulados em Saúde e Educação Física. Argumentamos que as práticas de Saúde e Educação Física sustentadas por Kaupapa M?ori têm o potencial de reduzir a raiva, a ansiedade e a alienação por meio do fortalecimento de conexões entre alunos, entre alunos e professores, com a terra e com identidades emergentes.Universidade Federal de Santa Catarina2023-07-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufsc.br/index.php/motrivivencia/article/view/9553710.5007/2175-8042.2023.e95537Motrivivência; v. 35 n. 66 (2023); 1-142175-80420103-4111reponame:Motrivivência (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporenghttps://periodicos.ufsc.br/index.php/motrivivencia/article/view/95537/53811https://periodicos.ufsc.br/index.php/motrivivencia/article/view/95537/53812Copyright (c) 2023 Motrivivênciahttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessPhilpot, RodOvens, Alan2023-12-05T13:14:15Zoai:periodicos.ufsc.br:article/95537Revistahttp://www.periodicos.ufsc.br/index.php/motrivivenciaPUBhttps://periodicos.ufsc.br/index.php/motrivivencia/oai||giovani.pires@ufsc.br2175-80420103-4111opendoar:2023-12-05T13:14:15Motrivivência (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
El conocimiento indígena como parte de una pedagogía crítica contra la precariedad en la Salud y Educación Física en Aotearoa Nueva Zelandia
O conhecimento indígena como parte de uma pedagogia crítica contra a precariedade em Saúde e Educação Física em Aotearoa Nova Zelândia
title Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
spellingShingle Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
Philpot, Rod
Critical pedagogy
Precarity
Indigenous knowledge
Pedagogía crítica
Precariedad
Conocimiento indígena
Pedagogia crítica
Precariedade
Conhecimento indígena
title_short Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
title_full Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
title_fullStr Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
title_full_unstemmed Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
title_sort Drawing on indigenous knowledge as part of a critical pedagogy for precarity in health Physical Education in Aotearoa New Zealand
author Philpot, Rod
author_facet Philpot, Rod
Ovens, Alan
author_role author
author2 Ovens, Alan
author2_role author
dc.contributor.author.fl_str_mv Philpot, Rod
Ovens, Alan
dc.subject.por.fl_str_mv Critical pedagogy
Precarity
Indigenous knowledge
Pedagogía crítica
Precariedad
Conocimiento indígena
Pedagogia crítica
Precariedade
Conhecimento indígena
topic Critical pedagogy
Precarity
Indigenous knowledge
Pedagogía crítica
Precariedad
Conocimiento indígena
Pedagogia crítica
Precariedade
Conhecimento indígena
description Critical pedagogy is a dynamic and transformative approach to education that must continue to adapt to the rapidly changing social and historical contexts in which education is situated. In this paper we argue that pedagogical practices based on indigenous knowledge and principles, enable a critical pedagogy for school Health and Physical Education (HPE) that challenges the effects of precarity. Drawing specifically on the context of Aotearoa New Zealand, we describe the principles of Kaupapa M?ori, an indigenous perspective that expresses M?ori aspirations and specific M?ori values, and how these principles are articulated in HPE. We argue that HPE practices underpinned by Kaupapa M?ori have the potential to reduce anger, anxiety and alienation through strengthening connections between students, between student and teachers, to land, and to emerging identities.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/motrivivencia/article/view/95537
10.5007/2175-8042.2023.e95537
url https://periodicos.ufsc.br/index.php/motrivivencia/article/view/95537
identifier_str_mv 10.5007/2175-8042.2023.e95537
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/motrivivencia/article/view/95537/53811
https://periodicos.ufsc.br/index.php/motrivivencia/article/view/95537/53812
dc.rights.driver.fl_str_mv Copyright (c) 2023 Motrivivência
https://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Motrivivência
https://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Motrivivência; v. 35 n. 66 (2023); 1-14
2175-8042
0103-4111
reponame:Motrivivência (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Motrivivência (Florianópolis)
collection Motrivivência (Florianópolis)
repository.name.fl_str_mv Motrivivência (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv ||giovani.pires@ufsc.br
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