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n° 22 | 2014
Questionner le curriculum en éducation physique et sportive : Quelle dynamique en contexte ? Quelle autonomie ?

Questioning Physical Education Curriculum: What Dynamics in Context? What kind of autonomy?
Questionner le curriculum en éducation physique et sportive : Quelle dynamique en contexte ? Quelle autonomie ?
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ISBN 978-2-912643-46-9

This special issue is about how the PE curriculum is enacted and co-produced in school settings in order to better understand its autonomy in light of the different prescriptions that weight on. The issue gathers papers that belong to different theoretical research traditions: clinic of activity, ergonomics, gender studies, joint action in didactics, occupational didactics, phenomenology of action, socio-didactics. It accounts for the ways and means through which the PE curriculum is co-constructed in various French cultural areas, various teaching contexts of primary and secondary education. Each paper reports on the dynamics of the enacted curriculum as implemented by the actors (teacher and students) in different contexts. Three themes are covered: the first one attempts to address how the official curriculum is interpreted and (re)conceptualized at the level of classroom practices; the second theme focuses on teacher’s changes in terms of identities, experiences and competences when implementing the curriculum in the day-to-days classroom life; finally the last theme concerns the impact of the enacted curriculum on students’ learning through the use of criteria which allow to understand their activity.