Emotional experiences of immigrant students in Physical Education and Health classes in a Chilean school

Uma abordagem emocional

Abstract

This study aims to examine the negative emotions that affect the subjective well-being of immigrant students in their curricular experiences in Physical Education and Health. A qualitative methodology was used, with an interpretative-phenomenological perspective and a case study design. Ten female and male students participated, with an average age of 13.5 years. The students attended a Chilean public school in the Central Station district of the Metropolitan Region of Chile, which is known for admitting immigrant students. The data were collected through a semi-structured interview and subjected to inductive content analysis using ATLAS.ti 22. The results present three categories that allude to boredom, fear, shame, and anger. These categories include meanings about motor skills, corporeality, social interactions, and pedagogical dissatisfaction with physical exercise. The results do not directly allude to xenophobia but include indirect meanings that can be associated with implicit and structural discrimination due to migrant status. It is concluded that negative emotions are not only related to immigrant status, but also to interaction with gender stereotypes and lack of empathy. Chilean Physical Education would have the challenge of continuing to strengthen ethical training and inclusive practices in teacher training.