Enseigner l’EPS en milieu difficile : vers une confrontation en actes de différents niveaux de contexte dans le cadre d’une approche socio-didactique
Our goal is to understand how two teachers working in difficult areas, make their decision under the influence of three types of determinants (external, situational and subjective). We can consider that the curriculum acts combines autonomy and adjustments to the constraints of "practicality&qu...
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| Format: | Article |
| Language: | fra |
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Université de Provence
2014-12-01
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| Series: | Questions Vives |
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| Online Access: | http://journals.openedition.org/questionsvives/1570 |
| Summary: | Our goal is to understand how two teachers working in difficult areas, make their decision under the influence of three types of determinants (external, situational and subjective). We can consider that the curriculum acts combines autonomy and adjustments to the constraints of "practicality", becoming producer of "regulated improvisations" (Bourdieu, 1980). Therefore, the "relevant context" (Lahire, 1998) didactic interaction is to understand in a socio-didactic approach that aims to observe how the provisions incorporated in the situation persist but also reconfigure contact constraints the latter by a process of contextualisation binder interactive context and situation. The results show that both our teachers do not undergo the same external constraints on them and do not produce and do not operate the same way that emerges situation. We thus note that external environment equivalent curriculum in action varies considerably from one teacher to another. |
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| ISSN: | 1635-4079 1775-433X |