Máximo Escobar-Cabello; Maritza Pecarevic Muñoz; Marcela Antúnez Riveros; Daniela Palacios Hermosilla; Oscar Bustos Moyano & Rodrigo Muñoz-Cofré
This study analyzes the 1st National Colloquium “Disciplinary Foundations of Kinesiology” as a formative and epistemic production device. Using a mixed approach, participants’ perceptions were examined through open- ended responses, supported by graphical representations and word clouds. Findings reveal sustained reflective openness, characterized by active participation, strong communicative clarity, and high disciplinary relevance. However, limitations were identified in epistemological articulation, with a predominance of intermediate levels in critical dialogue and partial integration of knowledge. Additionally, the understanding of epistemic injustice and the projection of the event remain in a transitional stage between recognition and transformative action. It is concluded that the colloquium represents a relevant space for disciplinary reflection; nevertheless, challenges persist in consolidating critical epistemic agency and achieving a coherent integration of kinesiology’s foundational principles.
KEY WORDS: Kinesiology, Professional education, Epistemic injustice, Clinical reasoning, Health education.
This study analyzes the 1st National Colloquium “Disciplinary Foundations of Kinesiology” as a formative and epistemic production device. Using a mixed approach, participants’ perceptions were examined through open- ended responses, supported by graphical representations and word clouds. Findings reveal sustained reflective openness, characterized by active participation, strong communicative clarity, and high disciplinary relevance. However, limitations were identified in epistemological articulation, with a predominance of intermediate levels in critical dialogue and partial integration of knowledge. Additionally, the understanding of epistemic injustice and the projection of the event remain in a transitional stage between recognition and transformative action. It is concluded that the colloquium represents a relevant space for disciplinary reflection; nevertheless, challenges persist in consolidating critical epistemic agency and achieving a coherent integration of kinesiology’s foundational principles.
KEY WORDS: Kinesiology, Professional education, Epistemic injustice, Clinical reasoning, Health education.
