Curriculum et construction différentielle des savoirs selon le genre en EPS

• Main Authors: Martine Vinson, Souha Elandoulsi
• Format: Article
• Language: fra
• Published: Université de Provence 2014-12-01
• Series: Questions Vives
• Subjects: didactics; physical education; curriculum; non-verbal; gender; joint action
• Online Access: http://journals.openedition.org/questionsvives/1636

This article describes the nonverbal dimensions of the activity of two teachers of EPS and their impact in terms of co- construction of knowledge and gender. This is to examine the influence of non-verbal (gestures and proxemics) on how differentiated study proposed to girls and boys and their consequences in terms of updating gender effects. In this research, we tried to compare how the curriculum in action, in the context of cultural norms incorporated by teachers is co- constructed by the students and teacher, badminton and gymnastics, France and Tunisia. The device attempts to identify the singular forms that govern the evolutionary dynamics in the hidden curriculum "interactions control" that each teacher develops with girls and boys about knowledge being studied. So, nonverbal dimensions because they are less controlled, less civilized contribute to reveal the hidden curriculum.