Physical education, high school and middle classes
The realization of this work is justified in its inclusion in the debate on the particularity in the senses of Physical Education at school, based on the social imaginary about the class membership of the students. The objective is to investigate in the senses that the subject acquires in a secondar...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2021
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/590 |
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| Sumario: | The realization of this work is justified in its inclusion in the debate on the particularity in the senses of Physical Education at school, based on the social imaginary about the class membership of the students. The objective is to investigate in the senses that the subject acquires in a secondary institution in the province of Buenos Aires destined for upper-middle social sectors, focusing on the narratives of teachers, in class observations, and in programs of this subject. Methodologically, it is carried out from a non-standard research approach. Based on the above, a case study was completed in a privately managed medium-level educational establishment. The results are that the teachers' perspectives on Physical Education are strongly crossed by sport, building four great senses around it, linked to the transmission of values, the creation of healthy habits, the generation of fun and guidelines of the Curricular Designs for the province of Buenos Aires. It is concluded that the weightings made by the Physical Education teachers on the discipline are informed by the conceptual trajectories of the institutions where they were formed, the prevailing conceptions in the Jurisdictional Curricular Designs, the discourses considered legitimate in the discipline, the curricular proposal discipline of the institutions and the guidelines that guide their institutional educational proposal.
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