Cultura, emociones y aprendizaje significativo en Educación Física

In the last decades, an affective shift has been developing in the theory and practice of pedagogical environments, which has caused emotions to be of greater importance in school learning. In this educational context, this essay has been elaborated with the objective of describing the relationship of cultural meanings with meaningful learning in the Physical Education subject based on an emotional perspective. The analyzes were mainly focused on the meanings associated with gender, socioeconomic status, and contact as cultural manifestations. Different studies are described that explain the influence of these aspects on the emotions of students during their motor learning. These meanings can alter the emotional disposition of students when learning new motor behaviors, so significant motor learning would also be affected. However, according to this theory, poor emotional disposition would not prevent developing new motor behaviors. Still, it would be important for teachers to have a good understanding of the motor capabilities of each student to optimize the process and not influence their subjective well-being negatively. It is concluded that in the face of cultural meanings that promote unpleasant emotions before some didactic content, it would be very useful to promote the acquisition of new meanings that have a contrary orientation to improve the emotional disposition of students. En las últimas décadas se está desarrollando un giro afectivo en la teoría y práctica de los entornos pedagógicos, lo que ha generado que las emociones tengan mayor importancia en el aprendizaje escolar. En ese contexto educativo se ha elaborado este ensayo, que tiene por objetivo exponer la relación de los significados culturales con el aprendizaje significativo en la asignatura de Educación Física en función de la perspectiva emocional. Los análisis estuvieron centrados, principalmente, en los significados asociados al género, el nivel socioeconómico y el contacto como manifestaciones culturales. Se describen diferentes estudios que explican la influencia de dichos aspectos en las emociones de los estudiantes durante su aprendizaje motor. Estos significados pueden alterar la disposición emocional del alumnado ante el aprendizaje de nuevas conductas motrices, por lo que el aprendizaje motor significativo también se vería afectado. No obstante, según dicha teoría, la mala disposición emocional no impediría desarrollar nuevas conductas motrices. Pero, sería importante que el