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

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

Palavras-chave:

Cultura da água, identidade relacionada com a água, barreiras culturais, educação física escolar, análise intercultural, hábitos, prevenção de afogamentos, equidade, estudos culturais, política cultural

Resumo

Enquadramento: O ensino da natação nas escolas não é apenas uma prática educativa, mas também um fenómeno cultural profundamente influenciado pelas normas sociais, identidades comunitárias e relações históricas com a água.

Objectivo: Este estudo realiza uma revisão sistemática seguindo as directrizes PRISMA para analisar como os determinantes socioculturais, incluindo a identidade relacionada com a água, as normas de género, o medo da água como um constructo cultural e as desigualdades herdadas da história colonial, influenciam os programas de educação aquática em contextos de alta (Cx1) e baixa (Cx3) disponibilidade de recursos.

Métodos: Foram analisados quarenta e sete estudos publicados entre 2000 e 2024 e identificados através de seis bases de dados. O contexto cultural foi codificado num contínuo de três pontos: Cx1 (identidade cultural rica em água), Cx2 (cultura aquática mista ou em transição) e Cx3 (ambientes culturais distantes da água).

Resultados: Os resultados revelam quatro temas centrais: (1) a cultura da água como impulsionadora da competência aquática; (2) barreiras culturais que limitam a participação escolar; (3) o papel das estruturas comunitárias como mediadoras culturais; e (4) incompatibilidades entre currículo e identidade cultural. Conclusões: Conclui-se que a competência aquática deve ser entendida como uma competência culturalmente situada, que requer currículos culturalmente responsivos e políticas públicas que abordem as desigualdades socioculturais que afetam a aprendizagem aquática.

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