{"id":1115,"date":"2026-10-21T08:22:23","date_gmt":"2026-10-21T14:22:23","guid":{"rendered":"https:\/\/revistaece.dataware.cloud\/?p=1115"},"modified":"2026-10-21T08:30:54","modified_gmt":"2026-10-21T14:30:54","slug":"transformacion-del-trabajo-colegiado-en-la-educacion-normal-un-estudio-de-investigacion-accion-participativa-sobre-la-espiral-de-innovacion-colegiada-en-la-enef-michoacan","status":"publish","type":"post","link":"https:\/\/revistaece.dataware.cloud\/?p=1115","title":{"rendered":"TRANSFORMACI\u00d3N DEL TRABAJO COLEGIADO EN LA EDUCACI\u00d3N NORMAL: UN ESTUDIO DE INVESTIGACI\u00d3N-ACCI\u00d3N PARTICIPATIVA SOBRE LA ESPIRAL DE INNOVACI\u00d3N COLEGIADA EN LA ENEF MICHOAC\u00c1N"},"content":{"rendered":"\n<p class=\"has-text-align-center wp-block-paragraph\">Escuela Normal de Educaci\u00f3n F\u00edsica<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Victor Fernando Su\u00e1rez Garc\u00eda<sup>1<\/sup>, Francisco Javier Torres Zambrano<sup>2<\/sup>, Rafael Vazquez Garc\u00eda<sup>3<\/sup>, Martin Castro Nieves<sup>4<\/sup><\/p>\n\n\n\n<p class=\"has-text-align-right wp-block-paragraph\"><strong>Fechas de recepci\u00f3n:<\/strong> 2-02-2026<\/p>\n\n\n\n<p class=\"has-text-align-right wp-block-paragraph\"><strong>Fechas de aceptaci\u00f3n:<\/strong> 25-04-2026<\/p>\n\n\n\n<p class=\"has-text-align-right wp-block-paragraph\"><strong>Educaci\u00f3n \/ Investigaci\u00f3n<\/strong><\/p>\n\n\n\n<div class=\"wp-block-uagb-buttons uagb-buttons__outer-wrap uagb-btn__default-btn uagb-btn-tablet__default-btn uagb-btn-mobile__default-btn uagb-block-4d94aeb9\"><div class=\"uagb-buttons__wrap uagb-buttons-layout-wrap \">\n<div class=\"wp-block-uagb-buttons-child uagb-buttons__outer-wrap uagb-block-af305fc7 wp-block-button\"><div class=\"uagb-button__wrapper\"><a class=\"uagb-buttons-repeater wp-block-button__link\" aria-label=\"\" href=\"#\" rel=\"follow noopener\" target=\"_self\" role=\"button\"><div class=\"uagb-button__link\">https:\/\/doi.org\/10.64121\/rece.2026V5.stvc31<\/div><\/a><\/div><\/div>\n\n\n\n<div class=\"wp-block-uagb-buttons-child uagb-buttons__outer-wrap uagb-block-2774384e wp-block-button\"><div class=\"uagb-button__wrapper\"><a class=\"uagb-buttons-repeater wp-block-button__link\" aria-label=\"\" href=\"https:\/\/revistaece.dataware.cloud\/wp-content\/uploads\/2026\/10\/A20-TRANSFORMACION-Suarez.pdf\" rel=\"follow noopener\" target=\"_self\" role=\"button\"><div class=\"uagb-button__link\">PDF<\/div><\/a><\/div><\/div>\n<\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Resumen<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">La presente investigaci\u00f3n en curso examina el proceso de transformaci\u00f3n pedag\u00f3gica del trabajo colegiado en la Escuela Normal de Educaci\u00f3n F\u00edsica (ENEF) de Michoac\u00e1n mediante la implementaci\u00f3n del modelo &#8220;Espiral de Innovaci\u00f3n Colegiada&#8221;. Bajo el paradigma cualitativo y el dise\u00f1o metodol\u00f3gico de la Investigaci\u00f3n-Acci\u00f3n Participativa (IAP), el proyecto aborda los retos del contexto docente, caracterizados por la discontinuidad operativa derivada de la suspensi\u00f3n de actividades, el aislamiento por parcelas de asignatura y la necesidad de elevar la motivaci\u00f3n profesional. La recolecci\u00f3n de datos de la L\u00ednea Base en curso (N = 28 formadores de docentes) evidencia que, a pesar de una elevada asistencia formal (3.82\/5.00), existe un marcado d\u00e9ficit en la generaci\u00f3n de evidencias y en el impacto tangible en el aula (2.18\/5.00). Como respuesta, el proyecto despliega actualmente una arquitectura organizativa de cuatro niveles (Comit\u00e9 de Planeaci\u00f3n, Comunidades de Innovaci\u00f3n por Grado\/Trayecto, Colegiados de Asignatura y Comit\u00e9 Institucional de Coordinaci\u00f3n), la garant\u00eda de un horario protegido de 80 minutos, regulado por el Art\u00edculo 2 de Exclusividad Acad\u00e9mica, y una ruta de implementaci\u00f3n progresiva. Los avances cualitativos preliminares demuestran que la IAP fortalece gradualmente la confianza relacional, el codise\u00f1o de evidencias integradoras y la inclusi\u00f3n de la voz estudiantil.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Palabras clave:<\/strong> Trabajo colegiado, Espiral de Innovaci\u00f3n Colegiada, Investigaci\u00f3n-Acci\u00f3n Participativa, Formaci\u00f3n docente, Educaci\u00f3n F\u00edsica, Co-dise\u00f1o curricular.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\">1.&nbsp;&nbsp;&nbsp;&nbsp; Planteamiento del Problema<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">En el marco de la implementaci\u00f3n de los Planes de Estudio 2022 para la formaci\u00f3n de maestras y maestros de educaci\u00f3n b\u00e1sica, impulsados por la Secretar\u00eda de Educaci\u00f3n P\u00fablica (SEP, 2022) a trav\u00e9s de la Estrategia Nacional de Mejora de las Escuelas Normales (ENMEN), las instituciones formadoras de docentes enfrentan el desaf\u00edo de consolidar comunidades profesionales capaces de transformar sus pr\u00e1cticas pedag\u00f3gicas. Sin embargo, en la realidad cotidiana de la Escuela Normal de Educaci\u00f3n F\u00edsica (ENEF) de Michoac\u00e1n, la gesti\u00f3n del trabajo colegiado ha estado marcada hist\u00f3ricamente por una inercia administrativa y burocr\u00e1tica. Como advierte Esteva-Romo (2023), las reuniones en las Escuelas Normales mexicanas suelen convertirse en dispositivos de control organizacional y de gesti\u00f3n escolar rutinaria, relegando la discusi\u00f3n acad\u00e9mica de fondo sobre los procesos de ense\u00f1anza y aprendizaje.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">El diagn\u00f3stico de la realidad docente del contexto institucional (recopilado en las sesiones de trabajo e impresiones del profesorado) pone de manifiesto cuatro factores cr\u00edticos que obstaculizan la colaboraci\u00f3n efectiva:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Interrupci\u00f3n constante de los procesos acad\u00e9micos: Las suspensiones frecuentes de actividades escolares por contingencias operativas, sindicales o eventos institucionales interrumpen la continuidad pedag\u00f3gica entre las reuniones.<\/li>\n\n\n\n<li>Aislamiento y parcelaci\u00f3n por asignatura: Las y los docentes imparten sus materias de manera individualizada, sin lograr articular contenidos transversales que impacten significativamente en la formaci\u00f3n del estudiantado normalista.<br>Desarticulaci\u00f3n en las Evidencias Integradoras: Falta de consenso y de criterios compartidos entre el colectivo docente para coordinar la evaluaci\u00f3n sumativa por semestre, lo que fragmenta la evaluaci\u00f3n del perfil de egreso.<\/li>\n\n\n\n<li>Motivaci\u00f3n y fatiga burocr\u00e1tica: Percepci\u00f3n de que las reuniones colegiadas tradicionales consumen tiempo en tareas administrativas sin aportar valor a\u00f1adido tangible ni a la docencia en las aulas ni al patio escolar (Lavi\u00e9, 2009).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Para atender esta problem\u00e1tica situacional sin sobrecargar al profesorado, la instituci\u00f3n evoluciona hacia el modelo de &#8220;Espiral de Innovaci\u00f3n Colegiada&#8221;, concebido como una investigaci\u00f3n-acci\u00f3n en desarrollo continuo. Este modelo organiza la colaboraci\u00f3n mediante ciclos din\u00e1micos y graduales que articulan el co-dise\u00f1o did\u00e1ctico, la experimentaci\u00f3n en el aula y la reflexi\u00f3n colectiva (Joaqu\u00edn-C\u00e1rdenas &amp; Leyva-Aguilar, 2023).<\/p>\n\n\n\n<h1 class=\"wp-block-heading has-text-align-center\">2.&nbsp;&nbsp;&nbsp;&nbsp; Marco Te\u00f3rico y Conceptual<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">El marco conceptual de la investigaci\u00f3n se articula en torno a tres ejes fundamentales: la naturaleza del trabajo colegiado en la educaci\u00f3n normal, la metodolog\u00eda de la Investigaci\u00f3n-Acci\u00f3n Participativa (IAP), representada en la Espiral de Innovaci\u00f3n, y la importancia de la seguridad psicol\u00f3gica en la docencia de la Educaci\u00f3n F\u00edsica.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">2.1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; El Trabajo Colegiado como Aprendizaje Profesional Colectivo<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">El trabajo colegiado no se limita a la mera reuni\u00f3n f\u00edsica de profesores; es una pr\u00e1ctica pedag\u00f3gica reflexiva y deliberativa (M\u00e1rquez, 2019). De acuerdo con Joaqu\u00edn-C\u00e1rdenas y Leyva-Aguilar (2023), el trabajo colegiado en las Escuelas Normales se consolida como la columna vertebral de la gesti\u00f3n acad\u00e9mica cuando trasciende el mero tr\u00e1mite administrativo y se orienta al co-dise\u00f1o de secuencias did\u00e1cticas, proyectos comunitarios y herramientas de evaluaci\u00f3n formativa (Land\u00edn &amp; S\u00e1nchez, 2016; Delgadillo, 2020). Cuando la colaboraci\u00f3n se centra en problemas aut\u00e9nticos del aula, se activa el intelecto colectivo y se reducen los efectos del aislamiento docente (Aguirre &amp; Barraza, 2021; Sari\u00f1ana &amp; Sari\u00f1ana, 2020).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">2.2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; La Investigaci\u00f3n-Acci\u00f3n Participativa (IAP) y la Espiral de Innovaci\u00f3n<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Para lograr una transformaci\u00f3n reflexiva de la cultura acad\u00e9mica, la investigaci\u00f3n adopta la metodolog\u00eda de la Investigaci\u00f3n-Acci\u00f3n Participativa (IAP). Como se\u00f1ala Latorre (2005), la IAP se concibe como una indagaci\u00f3n reflexiva que emprenden los propios participantes en situaciones educativas para mejorar la racionalidad de sus pr\u00e1cticas y la comprensi\u00f3n de los contextos institucionales. En la ENEF Michoac\u00e1n, el colectivo docente act\u00faa como co-investigador de su docencia, desplegando la &#8220;Espiral de Innovaci\u00f3n Colegiada&#8221; a trav\u00e9s de ciclos iterativos de problematizaci\u00f3n, investigaci\u00f3n, co-dise\u00f1o, experimentaci\u00f3n, an\u00e1lisis de evidencias y transferencia de conocimiento (Carr &amp; Kemmis, 1988; Zabalza, 2004; Zueck et al., 2024).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">2.3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Seguridad Psicol\u00f3gica y Confianza Relacional en la Educaci\u00f3n F\u00edsica<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">La innovaci\u00f3n did\u00e1ctica en la ense\u00f1anza de la Educaci\u00f3n F\u00edsica demanda un ambiente de alta seguridad psicol\u00f3gica y confianza relacional entre colegas. Siguiendo a Gardu\u00f1o et al. (2023), la ense\u00f1anza de la motricidad y la corporeidad requiere que las y los formadores puedan experimentar nuevas estrategias pedag\u00f3gicas en el patio escolar sin temor a la fiscalizaci\u00f3n sancionadora. La seguridad psicol\u00f3gica fomenta la apertura para compartir tanto aciertos como errores did\u00e1cticos, convirtiendo las dificultades de la pr\u00e1ctica en insumos para la mentor\u00eda horizontal y el aprendizaje entre pares (Guti\u00e9rrez &amp; S\u00e1nchez, 2022).<\/p>\n\n\n\n<h1 class=\"wp-block-heading has-text-align-center\">3.&nbsp;&nbsp;&nbsp;&nbsp; Metodolog\u00eda<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">La investigaci\u00f3n se desarrolla bajo un enfoque cualitativo e interpretativo, utilizando el dise\u00f1o de la Investigaci\u00f3n-Acci\u00f3n Participativa (IAP) para acompa\u00f1ar y sistematizar la transformaci\u00f3n del trabajo colegiado en la ENEF Michoac\u00e1n durante el ciclo escolar 2026-2027.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">3.1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Participantes y Muestra Inicial<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">El estudio cuenta con la participaci\u00f3n del colectivo docente de la Escuela Normal de Educaci\u00f3n F\u00edsica de Michoac\u00e1n, compuesto por una muestra inicial de N = 28 formadores de docentes que imparten cursos en los cuatro grados de la Licenciatura en Educaci\u00f3n F\u00edsica (Plan de Estudios 2022). La muestra representa la totalidad de los profesores convocados en la sesi\u00f3n plenaria de instalaci\u00f3n y abarca los diferentes trayectos formativos de la malla curricular.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">3.2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Reconfiguraci\u00f3n de la Arquitectura Organizativa de Cuatro Niveles<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Con la finalidad de descentralizar la toma de decisiones, asegurar la representatividad democr\u00e1tica y hacer operativa la Espiral de Innovaci\u00f3n, la investigaci\u00f3n reconfigura la gesti\u00f3n acad\u00e9mica en cuatro niveles interconectados:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Nivel 1. Comit\u00e9 de Planeaci\u00f3n Institucional:<\/strong> Instancia responsable de la orientaci\u00f3n estrat\u00e9gica del proyecto, integrada por la Direcci\u00f3n, Subdirecciones y Coordinaciones de la ENEF.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Nivel 2. Comunidades de Innovaci\u00f3n Colegiada por Grado y Trayecto de Pr\u00e1ctica:<\/strong> Instancia operativa principal compuesta por los colegiados de 1.er a 4.\u00ba grado y la academia del trayecto de Pr\u00e1ctica Profesional, responsables del co-dise\u00f1o de la Evidencia Integradora.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Nivel 3. Colegiados de Asignatura \/ Cursos:<\/strong> Espacios espec\u00edficos de trabajo micro-curricular donde las y los docentes de la misma materia ajustan planeaciones, criterios de evaluaci\u00f3n y contenidos espec\u00edficos.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Nivel 4. Comit\u00e9 Institucional de Coordinaci\u00f3n de la Espiral:<\/strong> \u00d3rgano de vinculaci\u00f3n y seguimiento transversal integrado por la Subdirecci\u00f3n Acad\u00e9mica, la Coordinaci\u00f3n de Docencia y los Presidentes y Secretarios electos por cada grado.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">3.3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ruta Estrat\u00e9gica de Implementaci\u00f3n<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">La transformaci\u00f3n del trabajo colegiado se despliega a trav\u00e9s de una ruta metodol\u00f3gica secuencial de nueve etapas:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 1. Sensibilizaci\u00f3n y Di\u00e1logo Participativo:<\/strong> Jornadas de encuadre con el colectivo docente para presentar los prop\u00f3sitos de la Espiral y construir una visi\u00f3n compartida.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 2. Formalizaci\u00f3n del Acuerdo Institucional:<\/strong> Firma de consenso del borrador normativo que establece los compromisos de las autoridades y del profesorado.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 3. Diagn\u00f3stico Situado de la Realidad Docente (6\u20138 semanas):<\/strong> Levantamiento riguroso de informaci\u00f3n cuantitativa y cualitativa para caracterizar la cultura colaborativa inicial.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 4. Construcci\u00f3n de la L\u00ednea Base e Indicadores:<\/strong> Procesamiento estad\u00edstico y cualitativo para establecer los valores de partida en las cinco dimensiones evaluadas.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 5. Formaci\u00f3n de Facilitadores por Grado:<\/strong> Taller de inducci\u00f3n y capacitaci\u00f3n metodol\u00f3gica a los Presidentes y Secretarios electos de cada comunidad.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 6. Pilotaje por Ciclos Dosificados:<\/strong> Implementaci\u00f3n progresiva del modelo en comunidades de grado mediante reuniones de 80 minutos normadas por el Art\u00edculo 2 de Exclusividad Acad\u00e9mica.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 7. Evaluaci\u00f3n Intermedia y Ajuste (Espiral 2.0):<\/strong> An\u00e1lisis cualitativo del pilotaje para realizar adecuaciones a la estructura y a los protocolos de reuni\u00f3n.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 8. Escalamiento e Integraci\u00f3n de Proyectos IAP:<\/strong> Extensi\u00f3n a la totalidad de los colegiados e integraci\u00f3n formal de las publicaciones y evidencias en el Portafolio Digital.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Etapa 9. Institucionalizaci\u00f3n Permanente:<\/strong> Incorporaci\u00f3n del modelo al Plan Anual de Trabajo (PAT), Reglamento Interior y cultura organizacional de la ENEF.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">3.4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; T\u00e9cnicas e Instrumentos de Recolecci\u00f3n de Datos<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Para asegurar la triangulaci\u00f3n metodol\u00f3gica, la investigaci\u00f3n aplica concurrentemente:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022 Cuestionario de Diagn\u00f3stico Situado (L\u00ednea Base): Instrumento de 25 reactivos Likert (1 a 5) organizados en cinco dimensiones, complementado con tres preguntas abiertas de profundizaci\u00f3n cualitativa.<br>\u2022 Observaci\u00f3n Participante y Diarios de Campo: Registro de las interacciones relacionales, seguridad psicol\u00f3gica y uso del tiempo durante las reuniones presenciales reguladas de 80 minutos.<br>\u2022 Formato Unificado de Minuta y Portafolio Digital: An\u00e1lisis de contenido de las actas de acuerdos, matrices de compromisos y productos pedag\u00f3gicos cargados en las carpetas virtuales por grado.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022 Consulta a la Voz Estudiantil (Art\u00edculo 15): Entrevistas y sondeos al estudiantado normalista sobre el impacto de la articulaci\u00f3n docente en sus procesos de aprendizaje y jornadas de pr\u00e1ctica.<\/p>\n\n\n\n<h1 class=\"wp-block-heading has-text-align-center\">4.&nbsp;&nbsp;&nbsp;&nbsp; Resultados Parciales y Avances de la Investigaci\u00f3n<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Debido a que la investigaci\u00f3n se encuentra actualmente en pleno desarrollo, se presentan los datos resultantes de la fase diagn\u00f3stica de L\u00ednea Base (N = 28 formadores) y los avances institucionales logrados en la implementaci\u00f3n de la Espiral.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">4.1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Diagn\u00f3stico Situado de la L\u00ednea Base (Colectivo Docente N = 28)<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">El an\u00e1lisis estad\u00edstico descriptivo del Cuestionario de Diagn\u00f3stico muestra una asimetr\u00eda estructural entre la asistencia obligatoria del profesorado y el impacto real de las reuniones en la pr\u00e1ctica docente. La Tabla 1 resume los indicadores obtenidos por dimensi\u00f3n:<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"780\" height=\"342\" src=\"https:\/\/revistaece.dataware.cloud\/wp-content\/uploads\/2026\/10\/image.png\" alt=\"\" class=\"wp-image-1116\" style=\"aspect-ratio:2.2773722627737225\" srcset=\"https:\/\/revistaece.dataware.cloud\/wp-content\/uploads\/2026\/10\/image.png 780w, https:\/\/revistaece.dataware.cloud\/wp-content\/uploads\/2026\/10\/image-300x132.png 300w, https:\/\/revistaece.dataware.cloud\/wp-content\/uploads\/2026\/10\/image-766x336.png 766w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Los datos de la Tabla 1 confirman emp\u00edricamente que la Dimensi\u00f3n I (Participaci\u00f3n) registra un promedio relativamente alto (3.82\/5.00) debido al control formal de asistencia; no obstante, la Dimensi\u00f3n V (Impacto en Aula) presenta la puntuaci\u00f3n m\u00e1s baja de todo el estudio (2.18\/5.00). El profesorado reporta que las reuniones tradicionales no dan lugar a productos did\u00e1cticos \u00fatiles (2.11\/5.00) ni incorporan la retroalimentaci\u00f3n de las y los estudiantes (2.07\/5.00). Asimismo, la Dimensi\u00f3n IV evidencia la falta de un horario protegido dentro de la jornada (2.14\/5.00), lo que justifica la necesidad de adoptar la Espiral de Innovaci\u00f3n Colegiada.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">4.2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Avances en la Consolidaci\u00f3n Operativa del Modelo<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Durante el despliegue de las etapas iniciales de la ruta de implementaci\u00f3n, se registran los siguientes avances institucionales:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><br>\u2022 Inmunizaci\u00f3n del Tiempo Colegiado (Art. 2 de Exclusividad Acad\u00e9mica): Se establece de forma estricta que los 80 minutos presenciales se destinan exclusivamente al trabajo pedag\u00f3gico, canalizando los avisos administrativos a trav\u00e9s de plataformas digitales.<br>\u2022 Operatividad del Nivel 2 y Nivel 4: Se realiza la instalaci\u00f3n del Nivel 4 (Comit\u00e9 Institucional de Coordinaci\u00f3n) y se ponen en marcha las reuniones mensuales del Nivel 2, en horarios definidos por grado (1.er a 4.\u00ba grado y trayecto de pr\u00e1ctica).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022 Trabajo Asincr\u00f3nico en Repositorios por Grado: Se habilitan carpetas virtuales compartidas para cargar previamente los diagn\u00f3sticos de los alumnos, las gu\u00edas de curso y los borradores de la Evidencia Integradora.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022 Din\u00e1mica de Escucha Activa y Amigo Cr\u00edtico: Se promueve el an\u00e1lisis entre pares intergeneracionales para superar la resistencia inicial y construir un clima de confianza relacional.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">4.3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Articulaci\u00f3n Curricular con los Lineamientos de la DGESUM (Anexos 1 y 9 del Acuerdo 16\/08\/22)<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Uno de los avances cuantitativos y cualitativos m\u00e1s significativos de la investigaci\u00f3n-acci\u00f3n en desarrollo consiste en la alineaci\u00f3n expl\u00edcita del modelo Espiral de Innovaci\u00f3n Colegiada con las directrices normativas e institucionales emanadas de la Direcci\u00f3n General de Educaci\u00f3n Superior para el Magisterio (DGESUM, 2022) a trav\u00e9s de los Anexos 1 y 9 del Acuerdo n\u00famero 16\/08\/22 (SEP, 2022). La articulaci\u00f3n se concreta operativa y pedag\u00f3gicamente en los siguientes tres ejes transversales:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>a) Operacionalizaci\u00f3n de la Autonom\u00eda Profesional y Curricular (Anexo 1):<\/strong> El Anexo 1 del Acuerdo 16\/08\/22 consagra la autonom\u00eda profesional del magisterio normalista como el derecho y la responsabilidad de contextualizar, codise\u00f1ar y adaptar los contenidos curriculares a las realidades socioculturales de cada entidad. A trav\u00e9s de la Espiral de Innovaci\u00f3n, las y los formadores de la ENEF ejercen de forma efectiva esta autonom\u00eda en las sesiones del Nivel 2, migrando de una ejecuci\u00f3n pasiva de planes a la toma de decisiones pedag\u00f3gicas colectivas e hist\u00f3ricamente situadas. Asimismo, este ejercicio fortalece las L\u00edneas de Generaci\u00f3n y Aplicaci\u00f3n del Conocimiento (LGAC) de los Cuerpos Acad\u00e9micos de la instituci\u00f3n.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>b) Concreci\u00f3n del Enfoque Din\u00e1mico e Integrado de la Motricidad (EDIM) en la Licenciatura (Anexo 9):<\/strong> El Anexo 9, correspondiente al Plan de Estudio de la Licenciatura en Educaci\u00f3n F\u00edsica, establece como eje epistemol\u00f3gico y did\u00e1ctico el Enfoque Din\u00e1mico e Integrado de la Motricidad (EDIM) formulado por Casta\u00f1er y Camerino (2013). Durante los ciclos de co-dise\u00f1o en los colegiados de grado, el profesorado articula de manera transversal las esferas perceptivo-motriz, f\u00edsico-motriz y socio-motriz en la planeaci\u00f3n de las asignaturas. El trabajo colegiado permite consensuar estrategias para que la ense\u00f1anza de la corporeidad y el juego motor en los patios de la ENEF responda directamente a las necesidades del desarrollo motor en la educaci\u00f3n b\u00e1sica.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>c) Coordinaci\u00f3n Horizontal del Trayecto de Pr\u00e1ctica Profesional y Evidencias Integradoras:<\/strong> Con fundamento en la estructura curricular del Anexo 9, el colegiado del trayecto de Pr\u00e1ctica Profesional y Saber Pedag\u00f3gico asume un rol dinamizador e integrador en la Espiral de Innovaci\u00f3n. Durante las sesiones presenciales de 80 minutos del Nivel 2, las y los docentes de asignaturas te\u00f3ricas coordinan con los asesores de pr\u00e1ctica los criterios metodol\u00f3gicos para el dise\u00f1o de la Evidencia Integradora de cada semestre: 1) Documental \/ Relato reflexivo de v\u00ednculo comunitario en 1.er semestre; 2) Narrativa pedag\u00f3gica de la intervenci\u00f3n en 3.er semestre; 3) Proyectos de investigaci\u00f3n-acci\u00f3n pedag\u00f3gica en 5.\u00ba semestre; y 4) Portafolio de pr\u00e1ctica recepcional en 7.\u00ba y 8.\u00ba semestres. Esta articulaci\u00f3n asegura que la evaluaci\u00f3n formativa del estudiantado refleje el perfil de egreso nacional normado por la DGESUM.<\/p>\n\n\n\n<h1 class=\"wp-block-heading has-text-align-center\">5.&nbsp;&nbsp;&nbsp;&nbsp; Discusi\u00f3n y Conclusiones Preliminares<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Los hallazgos parciales de la investigaci\u00f3n confirman que la simple exigencia burocr\u00e1tica de &#8220;reunirse&#8221; no genera, por s\u00ed misma, una colaboraci\u00f3n genuina ni transforma las pr\u00e1cticas de ense\u00f1anza en el aula o en el patio (Esteva-Romo, 2023; Lavi\u00e9, 2009). Para que el trabajo colegiado se consolide como el motor de la reconfiguraci\u00f3n acad\u00e9mica en las Escuelas Normales (Joaqu\u00edn-C\u00e1rdenas &amp; Leyva-Aguilar, 2023; SEP, 2022), resulta indispensable estructurar tiempos protegidos, definir agendas acad\u00e9micas centradas en problemas aut\u00e9nticos y alinear las decisiones docentes con los marcos nacionales de la DGESUM (Anexos 1 y 9).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">El paso hacia la Espiral de Innovaci\u00f3n Colegiada demuestra ser una alternativa metodol\u00f3gica acertada en del marco de la Investigaci\u00f3n-Acci\u00f3n Participativa (IAP). Al involucrar al colectivo docente como co-investigador de sus propios procesos de ense\u00f1anza, se fortalecen la confianza relacional y la seguridad psicol\u00f3gica necesarias para compartir dificultades pedag\u00f3gicas y co-dise\u00f1ar soluciones innovadoras (Gardu\u00f1o et al., 2023; Guti\u00e9rrez &amp; S\u00e1nchez, 2022; Latorre, 2005).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">En conclusi\u00f3n, los avances registrados indican que la Investigaci\u00f3n-Acci\u00f3n Participativa (IAP) permite democratizar la toma de decisiones acad\u00e9micas en la ENEF Michoac\u00e1n, vinculando la pr\u00e1ctica en aula con las L\u00edneas de Generaci\u00f3n y Aplicaci\u00f3n del Conocimiento (LGAC) y los Cuerpos Acad\u00e9micos. El proyecto contin\u00faa su ruta planificada hacia la evaluaci\u00f3n intermedia y la consolidaci\u00f3n de productos de investigaci\u00f3n-acci\u00f3n que trasciendan en beneficio de la formaci\u00f3n inicial de las y los educadores f\u00edsicos.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Autores<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><sup>1<\/sup>V\u00edctor Fernando Su\u00e1rez Garc\u00eda, Escuela Normal de Educaci\u00f3n F\u00edsica, Correo: <a href=\"mailto:vicfer.sg@motricistas.com\">vicfer.sg@motricistas.com<\/a> ORCID: <a href=\"https:\/\/orcid.org\/0009-0002-8293-3236\">https:\/\/orcid.org\/0009-0002-8293-3236<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><sup>2<\/sup>Francisco Javier Torres Zambrano, Correo electr\u00f3nico: <a href=\"mailto:tozafrancisco@gmail.com\">tozafrancisco@gmail.com<\/a> ORCID: <a href=\"https:\/\/orcid.org\/0009-0007-5451-1665\">https:\/\/orcid.org\/0009-0007-5451-1665<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><sup>3<\/sup>Martin Castro Nieves, Correo electr\u00f3nico: <a href=\"mailto:tinchocastro21@gmail.com\">tinchocastro21@gmail.com<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><sup>4<\/sup>Rafael V\u00e1zquez Garc\u00eda, Correo electr\u00f3nico: <a href=\"mailto:ovalvaz69@gmail.com\">ovalvaz69@gmail.com<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading has-text-align-center\">Referencias Bibliogr\u00e1ficas<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Aguirre, G. F. J., &amp; Barraza, B. L. (2021). <em>El trabajo colegiado y sus implicaciones: dise\u00f1o de una propuesta pedag\u00f3gica.<\/em> Revista Educaci\u00f3n, 45(2), 1-18. https:\/\/doi.org\/10.15517\/revedu.v45i1.42985<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Carr, W., &amp; Kemmis, S. (1988). <em>Teor\u00eda cr\u00edtica de la ense\u00f1anza: La investigaci\u00f3n-acci\u00f3n en la formaci\u00f3n del profesorado.<\/em> Mart\u00ednez Roca.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Casta\u00f1er, M., &amp; Camerino, O. (2013). <em>Enfoque din\u00e1mico e integrado de la motricidad (EDIM).<\/em> Editorial INDE.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Delgadillo, D. (2020). <em>Percepciones docentes sobre el trabajo colegiado en la Escuela Normal<\/em> [Sesi\u00f3n de Congreso]. III CONISEN, Aguascalientes, M\u00e9xico.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Esteva-Romo, A. (2023). <em>\u00bfPara qu\u00e9 trabajar colegiadamente? Un an\u00e1lisis cr\u00edtico sobre los colegios de profesores en escuelas normales.<\/em> Revista Iberoamericana de Educaci\u00f3n Superior, 14(39), 131-149. https:\/\/doi.org\/10.22201\/iisue.20072872e.2023.39.1533<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gardu\u00f1o, J., Ruiz-Ome\u00f1aca, J. V., Vel\u00e1zquez, C., &amp; Valero, A. (2023). <em>Modelos Pedag\u00f3gicos en la Educaci\u00f3n F\u00edsica y el Deporte.<\/em> Qartuppi. https:\/\/doi.org\/10.29410\/QTP.23.02<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Guti\u00e9rrez, E., &amp; S\u00e1nchez, A. (2022). <em>Clima escolar y trabajo colegiado en una modalidad virtual en una instituci\u00f3n educativa p\u00fablica.<\/em> Revista de Estudios y Experiencias en Educaci\u00f3n, 21(45), 168-182. https:\/\/doi.org\/10.21703\/0718-5162.v21.n45.2022.009<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Joaqu\u00edn-C\u00e1rdenas, A. M., &amp; Leyva-Aguilar, N. A. (2023). <em>Trabajo Colegiado en la Pr\u00e1ctica Docente.<\/em> Revista Tecnol\u00f3gica-Educativa Docentes 2.0, 16(2), 307-317. https:\/\/doi.org\/10.37843\/rted.v16i2.424<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Land\u00edn, M. M. R., &amp; S\u00e1nchez, T. S. I. (2016). <em>El trabajo colegiado, un espacio para narrar las experiencias desde la pr\u00e1ctica docente.<\/em> Entreciencias: Di\u00e1logos en la Sociedad del Conocimiento, 4(11), 342-359. https:\/\/doi.org\/10.21933\/J.EDSC.2016.11.190<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Latorre, A. (2005). <em>La investigaci\u00f3n-acci\u00f3n: Conocer y cambiar la pr\u00e1ctica educativa<\/em> (3.\u00aa ed.). Gra\u00f3.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Lavi\u00e9 Mart\u00ednez, J. M. (2009). <em>El trabajo colaborativo del profesorado: Un an\u00e1lisis cr\u00edtico de la cultura organizativa.<\/em> Comunicaci\u00f3n Social.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">M\u00e1rquez, D. P. M E. (2019). <em>El Trabajo Colaborativo: Una Oportunidad para el Desarrollo del Pensamiento Pr\u00e1ctico del Profesional Reflexivo.<\/em> Revista Scientific, 4(11), 360-379. https:\/\/doi.org\/10.29394\/Scientific.issn.2542-2987.2019.4.11.19.360-379<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sari\u00f1ana, R. V., &amp; Sari\u00f1ana, R. S. E. (2020). <em>El trabajo colegiado en las instituciones formadoras de docentes: diversidad de concepciones.<\/em> RECIE. Revista Electr\u00f3nica Cient\u00edfica de Investigaci\u00f3n Educativa, 5(1), 429-438. https:\/\/doi.org\/10.33010\/recie.v5i1.1086<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Secretar\u00eda de Educaci\u00f3n P\u00fablica [SEP]. (2022). <em>Acuerdo n\u00famero 16\/08\/22 por el que se establecen los Planes y Programas de Estudio de las Licenciaturas para la Formaci\u00f3n de Maestras y Maestros de Educaci\u00f3n B\u00e1sica (Anexo 1: Marco General; Anexo 9: Plan de Estudio de la Licenciatura en Educaci\u00f3n F\u00edsica).<\/em> Diario Oficial de la Federaci\u00f3n.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Zabalza Beraza, M. \u00c1. (2004). <em>Diarios de clase: Un instrumento de investigaci\u00f3n y desarrollo profesional.<\/em> Narcea Ediciones.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Zueck, M. C., Alonso, A., &amp; Ram\u00edrez, B. (2024). <em>Investigaci\u00f3n-acci\u00f3n y desarrollo profesional en la educaci\u00f3n f\u00edsica superior.<\/em> Revista Mexicana de Ciencias de la Cultura F\u00edsica, 3(1), 45-62.<strong><br><\/strong><\/p>\n\n\n\n<h1 class=\"wp-block-heading has-text-align-center\">Declaraci\u00f3n sobre el uso de Inteligencia Artificial (IA) y Tecnolog\u00edas Asistivas<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">En estricto apego a los principios \u00e9ticos internacionales de integridad acad\u00e9mica y publicaci\u00f3n cient\u00edfica (COPE) y a las directrices del Comit\u00e9 Editorial del 9\u00ba Congreso Nacional de Investigaci\u00f3n sobre Educaci\u00f3n Normal (CONISEN 2026), se declara que el presente manuscrito cont\u00f3 con asistencia de tecnolog\u00edas de Inteligencia Artificial (IA Generativa) exclusivamente para el proceso de correcci\u00f3n de estilo, revisi\u00f3n ortogr\u00e1fica, ajuste de la sintaxis y estandarizaci\u00f3n del formato editorial APA (7.\u00aa edici\u00f3n).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Se manifiesta formalmente que la herramienta tecnol\u00f3gica no particip\u00f3 en la concepci\u00f3n te\u00f3rica de la investigaci\u00f3n, en el dise\u00f1o metodol\u00f3gico de la Investigaci\u00f3n-Acci\u00f3n Participativa (IAP), en la recolecci\u00f3n ni en el procesamiento de datos emp\u00edricos de la L\u00ednea Base, ni en el an\u00e1lisis de los hallazgos ni en la formulaci\u00f3n de conclusiones. La autor\u00eda intelectual, el rigor metodol\u00f3gico y las posturas cr\u00edtico-reflexivas vertidas en este reporte de investigaci\u00f3n pertenecen \u00edntegramente y exclusivamente al equipo investigador, en cumplimiento de los principios de responsabilidad \u00e9tica y de honestidad acad\u00e9mica.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Escuela Normal de Educaci\u00f3n F\u00edsica Victor Fernando Su\u00e1rez Garc\u00eda1, Francisco Javier Torres Zambrano2, Rafael Vazquez Garc\u00eda3, Martin Castro Nieves4 Fechas [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center 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