The writing-curriculum of the cultural perspective of Physical Education: why teachers does what do?

Abstract

In the wake of the Deleuze-teacher example, this article want to problematize on the way from which elements we construct our curriculum. 10 teachers (of Physical Education) that daily seek to put the cultural curriculum in action, we do like? Why? From which didactic-methodological elements do we develop our classes? What forces cross us when we think of teaching activities? As a form of data production, we employ a Digital Diary and the Discussion Group. To what we can observe, the "writingcurriculum" is produced in the intertwining of infinite lines, some molars (hard), such as: educational laws, rules and regulations of the school regulations, the Pedagogical Political Project; other molecular (flexible): the culture of the students, their desires, attitudes, speech, spatial arrangements, timing and pedagogical principles; and finally, by lines of flight, which as ephemeral not territorialize in pedagogical statements, pass through "writing-curriculum" as unexpected events and assemblages, disruptive and creators. Attentive and desiring such assemblages, teachers sensitive to flexible lines of force, make "writing-curriculum" an event always translated, singular, different, special, rare and unique.