Physical education, high school and middle classes

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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: Kopelovich , Pablo, Levoratti , Alejo
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Deporte
Educación
Distinción
Sentidos
Clases medias
Escuela Secundaria
Sports
Education
Distinction
Senses
Middle classes
High School
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/590
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-590
record_format ojs
spelling I15-R208-article-5902025-02-25T18:04:28Z Physical education, high school and middle classes Educación física, escuela secundaria y clases medias Kopelovich , Pablo Levoratti , Alejo Deporte Educación Distinción Sentidos Clases medias Escuela Secundaria Sports Education Distinction Senses Middle classes High School 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.   Se justifica la realización de este trabajo para aportar al debate sobre los sentidos que la Educación Física tiene en la escuela media y el imaginario social que existe entre está y la pertenencia de clase de los estudiantes. El objetivo es indagar en los sentidos que adquiere la asignatura en una institución secundaria de la provincia de Buenos Aires destinada a sectores sociales medios-altos, focalizando en las narrativas de profesores/as, en observaciones de clases, y en programas de esta asignatura. Metodológicamente, se realiza desde un enfoque no estándar de investigación. En base a lo expuesto se cumplimentó un estudio de caso en un establecimiento educativo de nivel medio de gestión privada. Los resultados son que las perspectivas de los profesores sobre la Educación Física están atravesadas fuertemente por el deporte, construyéndose cuatro grandes sentidos en torno a esta, vinculados a la transmisión de valores, la creación de hábitos saludables, a la generación de diversión y a los lineamientos del Diseños Curriculares para la provincia de Buenos Aires. Se concluye que las ponderaciones que realizaron los profesores de Educación Física sobre la disciplina se encuentran influenciados por las trayectorias conceptuales de las instituciones donde se formaron, las concepciones imperantes en los Diseños Curriculares jurisdiccionales, los discursos considerados como legítimos en la disciplina, la propuesta curricular disciplinar de las instituciones y los lineamientos que direccionan su propuesta educativa institucional. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-11-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/590 10.35305/rece.v1i16.590 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 16 (2021); 99-106 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/590/420 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/590/496 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Deporte
Educación
Distinción
Sentidos
Clases medias
Escuela Secundaria
Sports
Education
Distinction
Senses
Middle classes
High School
spellingShingle Deporte
Educación
Distinción
Sentidos
Clases medias
Escuela Secundaria
Sports
Education
Distinction
Senses
Middle classes
High School
Kopelovich , Pablo
Levoratti , Alejo
Physical education, high school and middle classes
topic_facet Deporte
Educación
Distinción
Sentidos
Clases medias
Escuela Secundaria
Sports
Education
Distinction
Senses
Middle classes
High School
author Kopelovich , Pablo
Levoratti , Alejo
author_facet Kopelovich , Pablo
Levoratti , Alejo
author_sort Kopelovich , Pablo
title Physical education, high school and middle classes
title_short Physical education, high school and middle classes
title_full Physical education, high school and middle classes
title_fullStr Physical education, high school and middle classes
title_full_unstemmed Physical education, high school and middle classes
title_sort physical education, high school and middle classes
description 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.  
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2021
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/590
work_keys_str_mv AT kopelovichpablo physicaleducationhighschoolandmiddleclasses
AT levorattialejo physicaleducationhighschoolandmiddleclasses
AT kopelovichpablo educacionfisicaescuelasecundariayclasesmedias
AT levorattialejo educacionfisicaescuelasecundariayclasesmedias
first_indexed 2023-05-11T18:48:19Z
last_indexed 2025-02-27T05:06:25Z
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