¿Qué permanece oculto del currículum oculto? Las identidades de género y de sexualidad en la educación física
DOI:
https://doi.org/10.35362/rie390805Palavras-chave:
educación física, identidad de géneroResumo
O currículo oculto é um meio muito poderoso para aprender normas, valores e relações sociais que estão ocultos, subentendidos, e se transmitem através das rotinas diárias nas escolas e nos centros de formação do professorado. Os estudantes não apenas aprendem condutas e conhecimentos, como também todo um conjunto de atitudes e práticas sociais que servem para a construção de suas identidades. Os estudos sobre a educação física, principalmente os do contexto cultural anglosaxão, se ocuparam em ressaltar a dimensão oculta ou encoberta do currículo em relação com a construção de diversas identidades, entre elas as de gênero e as de sexualidade. Entretanto, no contexto cultural dos países de lingua espanhola e portuguesa, estes estudos se escasseam, e por tanto continuam silenciando todo um conjunto de aspectos relativos a referidas indentidades. Assim, o objetivo deste artigo consiste em explorar, sobretudo à luz da literatura anglo-saxónica, as discriminações e os problemas que sofrem certos setores do alunado e do professorado com identidades de gênero e de sexualidade não dominantes. A pretenção última que nos propusemos é a de contribuir ao debate e à sensibilização acerca destas questões na comunidade iberoamericana, com a intenção de etimular a investigação em nossos respectivos contextos culturais, e com a de projetar propostas pedagógicas para nossas escolas e centros de formação do professorado.
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Bibliografía
Bain, L. L. (1990): «A Critical Analysis of the Hidden Curriculum in Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 23-42, Londres, Falmer Press.
— (1985): «The Hidden Curriculum re-Examined», en Quest, 37, pp. 145-153.
Barbero, J. I. (2003): «La educación física y el deporte como dispositivos normalizadores de la heterosexualidad», en O. Guasch y O. Viñuales (eds.): Sexualidades: diversidad y control social, pp. 355-377, Barcelona, Bellaterra.
Butler, J. (2001): El género en disputa. El feminismo y la subversión de la identidad, México, Universidad Nacional Autónoma de México-Paidós.
Carrington, B., y Williams, T. (1988): «Patriarchy and Ethnicity: the Link Between School Physical Education and Community Leisure Activities», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 83-96, Londres, Falmer Press.
Carroll, B. (1986): «Whats in a Name “Pupils” Identity in Physical Education», en Physical Education Review, 9, 1, pp. 19-27.
Carroll, B., y Hollinshead, G. (1993): «Equal Opportunities: Race and Gender in Physical Education: A Case Study», en John Evans (ed.): Equality, Education and Physical Education, pp. 154-169, Londres, Falmer Press.
Chepyator-Thomson, J. R., y Ennis, C. D. (1997): «Reproduction and Resistance to the Culture of Femininity and Masculinity in Secondary School Physical Education», en Research Quarterly for Exercise and Sport, 68, 1, pp. 89-99.
Clarke, G. (2002): «Difference Matters: Sexuality and Physical Education», en Dawn Penney (ed.): Gender and Physical Education: Contemporary Issues and Future Directions, pp. 41-56, Londres, Routledge.
(1998): «Queering the Pitch and Coming Out to Play: Lesbians in Physical Education and Sport», en Sport, Education and Society, 3, 2, pp. 145-160.
— (1997): «Playing a Part: The Lives of Lesbian Physical Education Teachers», en Gill Clarke y Barbara Humberstone (eds.): Researching Women and Sport, pp. 36-49, Londres, Macmillan.
Colquhoun, D. (1990): «Images of Healthism in Health-based Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture, pp. 225-251, Londres, Falmer Press.
Devís, J.; Perdiguero, E.; Silvestre, A., y Peiró, C. (1994): «La representación social del cuerpo en un grupo de estudiantes de educación física», en Antonio Clemente, Gonzalo Musitu y Melchor Gutiérrez (eds.): Intervención educativa y desarrollo humano, pp. 147-155, Valencia, Set i Set Ediciones.
Devís-Devís, J., y Sparkes, A. C. (1999): «Burning the Book: A Biographical Study of a Pedagogically Inspired Identity Crisis in Physical Education», en European Physical Education Review, 5, pp. 135-152.
Dewar, A. (1990): «Opression and Privilege in Physical Education: Struggles in the Negotiation of Gender in a University Programme», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 67-99, Londres, Falmer Press.
Ennis, C. D. (1999): «Creating a Culturally Relevant Curriculum for Disengaged Girls», en Sport, Education and Society, 4, 1, pp. 31-50.
Evans, J.; Lopez, S.; Duncan, M., y Evans, M. (1987): «Some Thoughts on the Political and Pedagogical Implications of Mixed Sex Grouping in Physical Education», en British Educational Research Journal, 13, 1, pp. 59-71.
Fernández-Balboa, J. M. (1993): «Sociocultural Characteristics of the Hidden Curriculum in Physical Education», en Quest, 45, pp. 230-254.
Flintoff, A. (1994): «Sexism and Homophobia in Physical Education: The Challenge for Teacher Education», en Physical Education Review, 17, 2, pp. 97-105.
— (1993): «Gender, Physical Education and Initial Teacher Education», en John Evans (ed.): Equality, Education and Physical Education, pp. 184-204, Londres, Falmer Press.
George, L., y Kirk, D. (1988): «Limits of Change in Physical Education: Ideologies, Teachers and the Experience of Physical Activity», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 145-155, Londres, Falmer Press.
González Pascual, M. (2005): «¿Tienen sexo los contenidos de la educación física escolar? Transmisión de estereotipos de sexo a través de los libros de texto en la etapa de secundaria», en Revista Internacional de Ciencias de la Actividad Física y el Deporte, 18, <hhtp://cdeporte.rediris.es/revista/revista18/artsexismo8.htm>.
Griffin, P. S. (1998): Strong Women, Deep Closets: Lesbians and Homophobia in Sports, Champaign, Human Kinetics.
(1990): «Addressing Homophobia in Physical Education: Responsibilities for Teachers and Researchers», en Michael A. Messner y Don F. Sabo (eds.): Sport, Men and the Gender Order. Critical Feminist Perspectives, pp. 211-221, Champaign, Human Kinetics
— (1989): «Gender as a Socializing Agent in Physical Education», en Thomas J. Templin y Paul G. Schempp (eds.): Socialization into Physical Education. Learning to Teach, pp. 219-233, Indianapolis, Benchmark Press.
— (1985a): «Teaching in an Urban, Multiracial Physical Education Program: the Power of Context», en Quest, 37, pp. 154-165.
— (1985b): «”Boys” Participation Styles in a Middle School Physical Education Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 100-110.
— (1985c): «”Teachers” Perceptions of and Responses to Sex Equity Problems in a Middle School Physical Education Program», en Research Quarterly for Exercise and Sport, 56, pp. 103-110.
— (1984): «”Girls” Participation Patterns in a Middle School Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 30-38.
— (1983): «”Gymnastics a Girls Thing”: Students Participation and Interaction Patterns in a Middle School Gymnastics Unit», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 71-75, Champaign: Human Kinetics.
Hernández, A.; Cortés, N.; Rodríguez, H.; Menéndez, M., y Barbero, J. I. (1996): «La formación del profesorado de educación física. El género como factor diferenciador», en Ricardo Sánchez (ed.): Los retos de las ciencias sociales aplicadas al deporte, pp.161-169, Pamplona, aeisad.
Hickey, C. y Fitzclarence, L. (1999): «Educating Boys in Sport and Physical Education: Using Narrative Methods to Develop Pedagogies of Responsibility», en Sport, Education and Society, 4, pp. 51-62.
Júnior, A. (2003): Educação física e gênero. Olhares em cena, São Luís, UFMA/CORSUP.
Kirk, D. (1992): «Physical Education, Discourse, and Ideology: Bringing the Hidden Curriculum into View», en Quest, 44, pp. 35-56.
— (1990): Educación física y curriculum, Valencia, Universidad de Valencia.
Kollen, P. P. (1983): «Fragmentation and Integration in Human Movement», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 86-93, Champaign, Human Kinetics.
Light, R., y Kirk, D. (2000): «High School Rugby, the Body and the Reproduction of Hegemonic Masculinity», en Sport, Education and Society, 5, 2, pp. 163-176.
Martinek, T. J. (1983): «Creating Golem and Galatea Effects During Physical Education Instruction: A Social Psychological Perspective», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 59-70, Champaign, Human Kinetics.
Morrow, R. G., y Gill, D. (2003): «Perceptions of Homophobia and Heterosexism in Physical Education», en Research Quarterly for Exercise and Sport, 74, 2, pp. 205-214.
Nilges, L. M. (1998): «I Though Only Fairy Tales had Supernatural Power: A Radical Feminist Analysis of Title IX in Physical Education», en Journal of Teaching in Physical Education, 17, pp. 172-194.
Placek, J. H. (1983): «Conceptions of Success in Teaching: Busy, Happy and Good?», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 46-56, Champaign, Human Kinetics.
Renold, E. (1997): «All they “ve Got on Their Brains is Football”. Sport, Masculinity and the Gendered Practice of the Playground Relations», en Sport, Education and Society, 2, 1, pp. 5-23.
Scraton, S. (1993): «Equality, Coeducation and Physical Education in Secondary Schooling», en John Evans (ed.): Equality, Education and Physical Education, pp. 139-153, Londres, Falmer Press.
— (1992): Shaping up to Humanhood. Gender and Girls Physical Education, Milton Keynes, Open University Press.
— (1987): «Boys Muscle in Where Angels Fear to Tread-Girls Subcultures and Physical Activities», en J. Horn; D. Jary, y A. Thomlison (eds.): Sport, Leisure and Social Relations, pp. 160-186, Londres, Routledge y Keagan Paul.
— (1986): «Images of Femininity and the Teaching of Girls Physical Education», en J. Evans (ed.): Physical Education, Sport and Schooling. Studies in the Sociology of Physical Education, pp.71-94, Londres, Falmer Press.
Sykes, H. (1998): «Turning the Closets Inside/out: Towards a Queer-feminist Theory in Women Physical Education», en Sociology of Sport Journal, 15, pp. 154-173.
Skelton, C. (2000): «”A Passion for Football”: Dominant Masculinities and Primary Schooling», en Sport, Education and Society, 5, 1, pp. 5-18.
Sparkes, A. C. (1997): «Ethnographic Fiction and Representing the Absent Other», en Sport, Education and Society, 2, 1, pp. 25-40.
— (1994): «Self, Silence, and Invisibility as a Beginning Teacher: A Life History of Lesbian Experience», en British Journal of Sociology of Education, 15, 1, pp. 93-118.
— (1988): «The Micropolitics of Innovation in the Physical Education Curriculum», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 157-177, Londres, Falmer Press.
Squires, S., y Sparkes, A. C. (1996): «Circles of Silence: Sexual Identity in Physical Education and Sport», en Sport, Education and Society, 1, 1, pp. 77-101.
Talbot, M. (1990): «Equal Opportunities and Physical Education», en Neil Armstrong (ed.): New Directions in Physical Education 1., pp. 101-120, Leeds, Human Kinetics.
Vázquez, B.; Fernández, E.; Ferro, S.; Learreta, B., y Viejo, J. (2000): Educación física y género, Madrid, Gymnos.
Woods, S. E. (1992): «Describing the Experience of Lesbian Physical Educators: A Phenomenological Study», en A. Sparkes (ed.): Research in Physical Education and Sport. Exploring Alternative Visions, pp. 90-117, Londres, Falmer Press.
Wright, J. (1997): «The Construction of Gendered Contexts in Single Sex and co-Educational physical Education Lessons», en Sport, Education and Society,2, 1, pp. 55-72.
— (1995): «A Feminist Poststructuralist Methodology for the Study of Gender Construction in Physical Education: Description of Study», en Journal of Teaching in Physical Education, 15, pp. 1-24.
— (1990): «”Remember those Skirts!”: the Constitution of Gender in Physical Education», en Sheila Scraton (ed.): Gender and Physical Education, pp. 63-77, Deakin, Deakin Unversity Press.
Wright, J., y King, R. C. (1991): «”I say what I mean”, said Alice: An Analysis of Gendered Discourse in Physical Education», en Journal of Teaching in Physical Education, 10, pp. 210-225.
Bain, L. L. (1990): «A Critical Analysis of the Hidden Curriculum in Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 23-42, Londres, Falmer Press.
— (1985): «The Hidden Curriculum re-Examined», en Quest, 37, pp. 145-153.
Barbero, J. I. (2003): «La educación física y el deporte como dispositivos normalizadores de la heterosexualidad», en O. Guasch y O. Viñuales (eds.): Sexualidades: diversidad y control social, pp. 355-377, Barcelona, Bellaterra.
Butler, J. (2001): El género en disputa. El feminismo y la subversión de la identidad, México, Universidad Nacional Autónoma de México-Paidós.
Carrington, B., y Williams, T. (1988): «Patriarchy and Ethnicity: the Link Between School Physical Education and Community Leisure Activities», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 83-96, Londres, Falmer Press.
Carroll, B. (1986): «Whats in a Name “Pupils” Identity in Physical Education», en Physical Education Review, 9, 1, pp. 19-27.
Carroll, B., y Hollinshead, G. (1993): «Equal Opportunities: Race and Gender in Physical Education: A Case Study», en John Evans (ed.): Equality, Education and Physical Education, pp. 154-169, Londres, Falmer Press.
Chepyator-Thomson, J. R., y Ennis, C. D. (1997): «Reproduction and Resistance to the Culture of Femininity and Masculinity in Secondary School Physical Education», en Research Quarterly for Exercise and Sport, 68, 1, pp. 89-99.
Clarke, G. (2002): «Difference Matters: Sexuality and Physical Education», en Dawn Penney (ed.): Gender and Physical Education: Contemporary Issues and Future Directions, pp. 41-56, Londres, Routledge.
(1998): «Queering the Pitch and Coming Out to Play: Lesbians in Physical Education and Sport», en Sport, Education and Society, 3, 2, pp. 145-160.
— (1997): «Playing a Part: The Lives of Lesbian Physical Education Teachers», en Gill Clarke y Barbara Humberstone (eds.): Researching Women and Sport, pp. 36-49, Londres, Macmillan.
Colquhoun, D. (1990): «Images of Healthism in Health-based Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture, pp. 225-251, Londres, Falmer Press.
Devís, J.; Perdiguero, E.; Silvestre, A., y Peiró, C. (1994): «La representación social del cuerpo en un grupo de estudiantes de educación física», en Antonio Clemente, Gonzalo Musitu y Melchor Gutiérrez (eds.): Intervención educativa y desarrollo humano, pp. 147-155, Valencia, Set i Set Ediciones.
Devís-Devís, J., y Sparkes, A. C. (1999): «Burning the Book: A Biographical Study of a Pedagogically Inspired Identity Crisis in Physical Education», en European Physical Education Review, 5, pp. 135-152.
Dewar, A. (1990): «Opression and Privilege in Physical Education: Struggles in the Negotiation of Gender in a University Programme», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 67-99, Londres, Falmer Press.
Ennis, C. D. (1999): «Creating a Culturally Relevant Curriculum for Disengaged Girls», en Sport, Education and Society, 4, 1, pp. 31-50.
Evans, J.; Lopez, S.; Duncan, M., y Evans, M. (1987): «Some Thoughts on the Political and Pedagogical Implications of Mixed Sex Grouping in Physical Education», en British Educational Research Journal, 13, 1, pp. 59-71.
Fernández-Balboa, J. M. (1993): «Sociocultural Characteristics of the Hidden Curriculum in Physical Education», en Quest, 45, pp. 230-254.
Flintoff, A. (1994): «Sexism and Homophobia in Physical Education: The Challenge for Teacher Education», en Physical Education Review, 17, 2, pp. 97-105.
— (1993): «Gender, Physical Education and Initial Teacher Education», en John Evans (ed.): Equality, Education and Physical Education, pp. 184-204, Londres, Falmer Press.
George, L., y Kirk, D. (1988): «Limits of Change in Physical Education: Ideologies, Teachers and the Experience of Physical Activity», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 145-155, Londres, Falmer Press.
González Pascual, M. (2005): «¿Tienen sexo los contenidos de la educación física escolar? Transmisión de estereotipos de sexo a través de los libros de texto en la etapa de secundaria», en Revista Internacional de Ciencias de la Actividad Física y el Deporte, 18, <hhtp://cdeporte.rediris.es/revista/revista18/artsexismo8.htm>.
Griffin, P. S. (1998): Strong Women, Deep Closets: Lesbians and Homophobia in Sports, Champaign, Human Kinetics.
(1990): «Addressing Homophobia in Physical Education: Responsibilities for Teachers and Researchers», en Michael A. Messner y Don F. Sabo (eds.): Sport, Men and the Gender Order. Critical Feminist Perspectives, pp. 211-221, Champaign, Human Kinetics
— (1989): «Gender as a Socializing Agent in Physical Education», en Thomas J. Templin y Paul G. Schempp (eds.): Socialization into Physical Education. Learning to Teach, pp. 219-233, Indianapolis, Benchmark Press.
— (1985a): «Teaching in an Urban, Multiracial Physical Education Program: the Power of Context», en Quest, 37, pp. 154-165.
— (1985b): «”Boys” Participation Styles in a Middle School Physical Education Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 100-110.
— (1985c): «”Teachers” Perceptions of and Responses to Sex Equity Problems in a Middle School Physical Education Program», en Research Quarterly for Exercise and Sport, 56, pp. 103-110.
— (1984): «”Girls” Participation Patterns in a Middle School Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 30-38.
— (1983): «”Gymnastics a Girls Thing”: Students Participation and Interaction Patterns in a Middle School Gymnastics Unit», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 71-75, Champaign: Human Kinetics.
Hernández, A.; Cortés, N.; Rodríguez, H.; Menéndez, M., y Barbero, J. I. (1996): «La formación del profesorado de educación física. El género como factor diferenciador», en Ricardo Sánchez (ed.): Los retos de las ciencias sociales aplicadas al deporte, pp.161-169, Pamplona, aeisad.
Hickey, C. y Fitzclarence, L. (1999): «Educating Boys in Sport and Physical Education: Using Narrative Methods to Develop Pedagogies of Responsibility», en Sport, Education and Society, 4, pp. 51-62.
Júnior, A. (2003): Educação física e gênero. Olhares em cena, São Luís, UFMA/CORSUP.
Kirk, D. (1992): «Physical Education, Discourse, and Ideology: Bringing the Hidden Curriculum into View», en Quest, 44, pp. 35-56.
— (1990): Educación física y curriculum, Valencia, Universidad de Valencia.
Kollen, P. P. (1983): «Fragmentation and Integration in Human Movement», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 86-93, Champaign, Human Kinetics.
Light, R., y Kirk, D. (2000): «High School Rugby, the Body and the Reproduction of Hegemonic Masculinity», en Sport, Education and Society, 5, 2, pp. 163-176.
Martinek, T. J. (1983): «Creating Golem and Galatea Effects During Physical Education Instruction: A Social Psychological Perspective», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 59-70, Champaign, Human Kinetics.
Morrow, R. G., y Gill, D. (2003): «Perceptions of Homophobia and Heterosexism in Physical Education», en Research Quarterly for Exercise and Sport, 74, 2, pp. 205-214.
Nilges, L. M. (1998): «I Though Only Fairy Tales had Supernatural Power: A Radical Feminist Analysis of Title IX in Physical Education», en Journal of Teaching in Physical Education, 17, pp. 172-194.
Placek, J. H. (1983): «Conceptions of Success in Teaching: Busy, Happy and Good?», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 46-56, Champaign, Human Kinetics.
Renold, E. (1997): «All they “ve Got on Their Brains is Football”. Sport, Masculinity and the Gendered Practice of the Playground Relations», en Sport, Education and Society, 2, 1, pp. 5-23.
Scraton, S. (1993): «Equality, Coeducation and Physical Education in Secondary Schooling», en John Evans (ed.): Equality, Education and Physical Education, pp. 139-153, Londres, Falmer Press.
— (1992): Shaping up to Humanhood. Gender and Girls Physical Education, Milton Keynes, Open University Press.
— (1987): «Boys Muscle in Where Angels Fear to Tread-Girls Subcultures and Physical Activities», en J. Horn; D. Jary, y A. Thomlison (eds.): Sport, Leisure and Social Relations, pp. 160-186, Londres, Routledge y Keagan Paul.
— (1986): «Images of Femininity and the Teaching of Girls Physical Education», en J. Evans (ed.): Physical Education, Sport and Schooling. Studies in the Sociology of Physical Education, pp.71-94, Londres, Falmer Press.
Sykes, H. (1998): «Turning the Closets Inside/out: Towards a Queer-feminist Theory in Women Physical Education», en Sociology of Sport Journal, 15, pp. 154-173.
Skelton, C. (2000): «”A Passion for Football”: Dominant Masculinities and Primary Schooling», en Sport, Education and Society, 5, 1, pp. 5-18.
Sparkes, A. C. (1997): «Ethnographic Fiction and Representing the Absent Other», en Sport, Education and Society, 2, 1, pp. 25-40.
— (1994): «Self, Silence, and Invisibility as a Beginning Teacher: A Life History of Lesbian Experience», en British Journal of Sociology of Education, 15, 1, pp. 93-118.
— (1988): «The Micropolitics of Innovation in the Physical Education Curriculum», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 157-177, Londres, Falmer Press.
Squires, S., y Sparkes, A. C. (1996): «Circles of Silence: Sexual Identity in Physical Education and Sport», en Sport, Education and Society, 1, 1, pp. 77-101.
Talbot, M. (1990): «Equal Opportunities and Physical Education», en Neil Armstrong (ed.): New Directions in Physical Education 1., pp. 101-120, Leeds, Human Kinetics.
Vázquez, B.; Fernández, E.; Ferro, S.; Learreta, B., y Viejo, J. (2000): Educación física y género, Madrid, Gymnos.
Woods, S. E. (1992): «Describing the Experience of Lesbian Physical Educators: A Phenomenological Study», en A. Sparkes (ed.): Research in Physical Education and Sport. Exploring Alternative Visions, pp. 90-117, Londres, Falmer Press.
Wright, J. (1997): «The Construction of Gendered Contexts in Single Sex and co-Educational physical Education Lessons», en Sport, Education and Society,2, 1, pp. 55-72.
— (1995): «A Feminist Poststructuralist Methodology for the Study of Gender Construction in Physical Education: Description of Study», en Journal of Teaching in Physical Education, 15, pp. 1-24.
— (1990): «”Remember those Skirts!”: the Constitution of Gender in Physical Education», en Sheila Scraton (ed.): Gender and Physical Education, pp. 63-77, Deakin, Deakin Unversity Press.
Wright, J., y King, R. C. (1991): «”I say what I mean”, said Alice: An Analysis of Gendered Discourse in Physical Education», en Journal of Teaching in Physical Education, 10, pp. 210-225.
Como Citar
Devís Devís, J., Fuentes Miguel, J., & Sparkes, A. C. (2005). ¿Qué permanece oculto del currículum oculto? Las identidades de género y de sexualidad en la educación física. Revista Ibero-Americana De Educação, 39, 73–90. https://doi.org/10.35362/rie390805
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2005-09-01
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