The Student Teacher as a Potential Emancipatory Agent within the Community

Abstract

The 2022 Curriculum for the Bachelor’s Degree in Physical Education emphasizes a learning-centered approach developed in interdependence with the community, highlighting the pillars of school–community–territory and the dialogue of knowledge as means to foster new learning opportunities. This study aimed to describe how student teachers, trained under the 2018 Curriculum, perceive their preparation as physical educators in relation to the community, with the goal of strengthening the curricular design of the 2022 Curriculum. A qualitative approach and the phenomenological method were used, involving a focus group of eight students from the sixth and eighth semesters of the Bachelor’s Degree in Physical Education at the “General Ignacio M. Beteta” Normal School of Physical Education.

Findings showed that, although students recognize the existence of courses related to community engagement—such as Socio-educational Intervention Projects and Planning and Organization of Sports Programs—they do not perceive themselves as integral members of the community capable of fostering emancipation. While the Professional Practice training pathway brings them closer to the community, they tend to view it more as a requirement for professional assessment rather than as an opportunity to contribute to community transformation. It is recommended to strengthen the flexible curriculum courses in the 2022 Curriculum so that students perceive themselves as agents whose roles can have an impact on the community.