[en] On the one hand, in an aim to understand the real Physical Education (PE) curriculum, a case study of eight specialists has been conducted in three Primary Schools to analyse the internal logic of 1,272 tasks assigned by PE teachers over 200 teaching hours. Subsequently, an ethnographic report has been written on both the tutor-based classroom sessions and the PE teacher-based gymnasium sessions. This report is the basis for the analysis of the specific culture of the areas known as key (instrumental) areas and the PE area. These two types of school subcultures are reflected in the analysis of the material, of time, of space and of the relationship. It has been deduced that there exists a homogeneous school culture which encourages all the areas to comply with certain common principles. Furthermore, each subculture presents a series of specific characteristics which influence this homogeneous culture and draw it towards one of these two poles. On the other hand, the general official curriculum and the development of the official curriculum of the PE area have also been analysed. It has been determined that the latter curriculum transmits an idea of PE as being mechanical, acultural, acritical and asystematic. Finally, the conclusions drawn from the curriculum analysis and the ethnographic analysis determine that PE is an area gripped by a power struggle between the different areas. First of all, the official curriculum for the area insists on the mechanical image of the area based on the development of body and movement whereas the real curriculum adopts its own stance that the specialist teaching staff, with different levels of awareness, support the idea of social learning, that of the student and how he/she relates to the other students. This means that the official curriculum recreates the social image of the area, reinforcing its low status, while the real curriculum manages to break away from the Cartesian duality. Secondly, despite the fact that PE does comply with the philosophy of the general curriculum and the general principles of school culture, paradoxically it is relegated in the academic schedule due to its procedural nature, its social character and its process-based aspect.

[eu] Alde batetik, Heziketa Fisikoaren benetako curriculuma zein den jakiteko Lehen Hezkuntzako hiru ikastetxetako zortzi espezialistarekin kasu-ikerketa aurrera eraman da. Horretarako, irakasle horiek 200 ordutan bideratutako 1.272 proposamenen barne-logika aztertzen da. Gero, txosten etnografiko bat idazten da non islatzen diren tutore batek ematen dituen saioak eta Heziketa Fisikoko irakasleek ematen dituztenak. Aipatutako txostenak balio du instrumentalak diren ikasgaien barruko kultura ezagutzeko eta baita, Heziketa Fisikokoa ere. Beraz, bai bata bai bestea kultura eskolarraren azpikulturak dira. Gauzak horrela, materialak, denborak, espazioak eta harremanak eskaintzen duten ispiluan islatzen dira bi azpikultura horiek. Ondorioz, eskola-kultura orokorrak arlo guztiak behartzen ditu zenbait oinarri komun betetzera. Era berean, azpikultura bakoitzak berezko ezaugarriak ditu eta, horien arabera, eskola-kultura orokorra bere alde ekartzen saiatzen da. Beste alde batetik, legezko curriculum orokorra eta Heziketa Fisikoa arloaren legezko curriculumaren garapena aztertzen dira. Ondoriozta daiteke arloko curriculumak Heziketa Fisikoaren ideia mekanizista, akulturala, akritikoa eta asistematikoa islatzen duela. Bukatzeko, curriculumaren azterketa eta analisi etnografikoaren azterketa batzearen ondorioa da arloen arteko botere-borroka dela medio Heziketa Fisikoa lotuta dagoela adieraztea. Batetik, arloaren legezko curriculumak behin eta berriro gorputza eta mugimendua garatzen dituen irudi mekanizista azpimarratzen du; benetako curriculumak, ordea, bere bideari jarraitzen dio, eta hori irakasle-espezialistek asko edo gutxi pentsatuta ikaskuntza sozialaren ideia garatzen dute, hau da, ikasle bat besteekin harremanetan dagoelako ideia. Beste modu batean esanda, legezko curriculumak Heziketa Fisikoa bigarren mailako arlotzat jotzen duen irudi soziala berresten du; benetako curriculumak, aldiz, dualismo kartesiarra atzera uztea lortzen du. Bestetik, Heziketa Fisikoak curriculum orokorraren filosofiari eta eskola-kulturaren oinarriei heltzen dien arren, ordu-kopuruaren banaketan baztertzen da arlo prozedimentala denean, harremanak bultzatzen dituenean eta ikaskuntzaren bilakaera kontuan hartzen duenean.