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La doble marginación: un análisis etnográfico-ecológico del desarrollo profesional de los profesores rurales de

Jihong Yan¹, Xinyu Dai²

¹Physical Education College, Jimei University, Xiamen, Fujian, China.

Frontiers in public health

|August 27, 2025

Resumen

Los maestros rurales de salud y educación física (HPE) enfrentan barreras de desarrollo debido a la urbanización. Abordarlos requiere intervenciones a varios niveles para apoyar el bienestar de los maestros y la salud de los estudiantes en áreas desatendidas.

Área de la Ciencia:

Educación
Salud pública
Sociología

Sus antecedentes:

La rápida urbanización de China crea desafíos significativos para la educación rural.
Los maestros rurales de salud y educación física (HPE, por sus siglas en inglés) experimentan graves obstáculos al desarrollo profesional.
Estas barreras tienen un impacto negativo en el bienestar de los profesores y en la salud física de los estudiantes.

Objetivo del estudio:

Analizar el desarrollo profesional de los profesores de educación superior rural utilizando perspectivas ecológicas y bioecológicas.
Identificar los factores que influyen en el desarrollo profesional de los profesores de educación superior rural en el contexto de la urbanización.
Proponer intervenciones a varios niveles para mejorar el desarrollo y el apoyo de los docentes de EPT rurales.

Principales métodos:

Se realizó un estudio etnográfico con 35 profesores rurales de HPE en el noreste de China.
Los datos se recopilaron a través de entrevistas semiestructuradas y trabajo de campo.
El análisis temático empleó un marco ecológico-interseccional (E-I) en los niveles micro, meso, exo y macro.

Principales resultados:

Las políticas de urbanización y la distribución desigual de los recursos presentan barreras estructurales para el desarrollo profesional.
La cultura deportiva escolar y las redes de apoyo actuaron como factores de mediación para los resultados.
La autonomía profesional de los profesores y su compromiso con las zonas rurales se identificaron como factores de adaptación cruciales.

Conclusiones:

Las intervenciones a varios niveles, incluida la reforma de las políticas, el apoyo organizativo y el empoderamiento individual, son necesarias.
El estudio avanza en la aplicación de la teoría ecológica interseccional en la educación rural.
Se proporcionan ideas prácticas para el desarrollo equitativo de políticas docentes en contextos educativos desatendidos a nivel mundial.

Palabras clave:

marco ecológico-interseccional equidad educativa desarrollo profesional Maestros de educación física en el campo agencia de profesores División entre urbano y rural

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