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  • 标题:HABITUS PROFISSIONAL, CURRÍCULO OCULTO E CULTURA DOCENTE: PERSPECTIVAS PARA A ANÁLISE DA PRÁTICA PEDAGÓGICA DOS PROFESSORES DE EDUCAÇÃO FÍSICA
  • 本地全文:下载
  • 作者:Mônica Urroz Sanchotene ; Vicente Molina Neto
  • 期刊名称:Pensar a Prática
  • 印刷版ISSN:1980-6183
  • 出版年度:2006
  • 卷号:9
  • 期号:2
  • 页码:267-280
  • DOI:10.5216/rpp.v9i2.173
  • 出版社:Pensar a Prática
  • 摘要:This paper intends to articulate the concepts of professional habitus, hidden syllabus, and teacher culture as instruments for the analysis of pedagogical practices among physical education teachers. By conceiving pedagogical practice as a product of a context and of a professional habitus, this text discusses the production of a hidden syllabus that originates from teacher practices, considering that such a hidden syllabus can be the result of interpersonal relationships, school regulations and of the contents of a school subject or syllabus component. This paper also shows how the phenomenon of intensification reinforces teacher routines and hinders reflection derived from practice.
  • 其他摘要:This paper intends to articulate the concepts of professional habitus, hidden syllabus, and teacher culture as instruments for the analysis of pedagogical practices among physical education teachers. By conceiving pedagogical practice as a product of a context and of a professional habitus, this text discusses the production of a hidden syllabus that originates from teacher practices, considering that such a hidden syllabus can be the result of interpersonal relationships, school regulations and of the contents of a school subject or syllabus component. This paper also shows how the phenomenon of intensification reinforces teacher routines and hinders reflection derived from practice. KEYWORDS: pedagogical practice – professional habitus – hidden syllabus
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