Cross-cultural perspectives on aquatic competence in school-based swimming education

Ruslina Irianty; Sartika Putri Sailuddin; Gemala Ranti; Yunita Ivone Jowei; Sudarminto Senlau; Aini Dewi Monica; Eka Yunita; Yohanes Wendelinus Dasor; Ambros Leonanggung Edu; Randi Nikanor Niuflapu; Aditya Wibowo; Riska Mahira; Eri Eri

doi:10.47197/retos.v78.118975

Autores/as

Ruslina Irianty Universitas Negeri Jakarta https://orcid.org/0009-0005-6784-7729
Sartika Putri Sailuddin Universitas Negeri Jakarta https://orcid.org/0009-0001-1320-0314
Gemala Ranti Universitas Negeri Jakarta https://orcid.org/0000-0003-2025-4078
Yunita Ivone Jowei Institut Pertanian Bogor https://orcid.org/0009-0004-8409-7408
Sudarminto Senlau Institut Teknologi Bandung https://orcid.org/0009-0009-9470-3578
Aini Dewi Monica Universitas Negeri Jakarta https://orcid.org/0009-0003-0987-4396
Eka Yunita Universitas Negeri Jakarta https://orcid.org/0009-0006-7273-1947
Yohanes Wendelinus Dasor Universitas Negeri Yogyakarta https://orcid.org/0000-0002-7430-263X
Ambros Leonanggung Edu Universitas Negeri Jakarta https://orcid.org/0009-0004-5451-1831
Randi Nikanor Niuflapu Universitas Negeri Jakarta https://orcid.org/0009-0000-4917-8764
Aditya Wibowo Universitas Negeri Jakarta https://orcid.org/0009-0003-5377-9943
Riska Mahira Universitas Negeri Jakarta https://orcid.org/0000-0002-6513-4785
Eri Eri Universitas Airlangga https://orcid.org/0009-0009-5932-2008

DOI:

https://doi.org/10.47197/retos.v78.118975

Palabras clave:

Identidad hídrica, barreras culturales, estudios culturales, análisis intercultural, habitus, prevención del ahogamiento, equidad acuática

Resumen

Antecedentes: La enseñanza de la natación escolar constituye no solo una práctica educativa, sino también un fenómeno cultural profundamente influido por normas sociales, identidades comunitarias y relaciones históricas con el agua.

Objetivo: Este estudio realiza una revisión sistemática siguiendo las directrices PRISMA para analizar cómo los determinantes socioculturales incluyendo la identidad hídrica, las normas de género, el miedo al agua como construcción cultural y las desigualdades heredadas de la historia colonial influyen en los programas de educación acuática en contextos de altos (Cx1) y bajos recursos (Cx3).

Métodos: Se analizaron 47 estudios publicados entre 2000 y 2024 e identificados a través de seis bases de datos. El contexto cultural se codificó en un continuo de tres puntos: Cx1 (identidad cultural rica en agua), Cx2 (cultura del agua mixta o de transición) y Cx3 (entornos culturales distanciados del agua).

Resultados: Los resultados revelan cuatro temas centrales: (1) la cultura del agua como motor de la competencia acuática; (2) barreras culturales que limitan la participación escolar; (3) el papel de las estructuras comunitarias como mediadores culturales; y (4) desajustes entre currículo e identidad cultural. Conclusiones: Se concluye que la competencia acuática debe comprenderse como una capacidad culturalmente situada, lo que exige currículos culturalmente responsivos y políticas pública-cas que aborden las desigualdades socioculturales que afectan el aprendizaje acuático.

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