IMBRICATIONS BETWEEN PHYSICS LEARNING AND MASCULINITY IN AN EDUCATION IN CRISIS

Authors

  • Josimeire Meneses Julio Universidade Federal de São Carlos, Brasil
  • Arnaldo de Moura Vaz Universidade Federal de Minas Gerais, Brasil

DOI:

https://doi.org/10.21814/rpe.3034

Abstract

In a context of boys’ education crisis, we aimed to characterize latent aspects of masculinity that bring out implications to individual and collective learning in Secondary School. The methodological design has an ethnographic inspiration: Physics classes of first year students were observed for an academic year in Brazil. A microanalysis of a thematic unit was conducted,
focusing boys’ main interactions. Three classes are presented in detail – video and audio recorded. Some masculinity manifestations were predominant between boys in classroom activities that were challenging, that were competitive and others, in which rules had to be observed. Results suggest the
kind of circumstances in which such masculinities might be manifested, jeopardizing the development of classroom activities and learning groups’ dynamics.

Keywords
Masculinity representations; Physics education; Investigation activities

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How to Cite

Julio, J. M., & Vaz, A. de M. (2011). IMBRICATIONS BETWEEN PHYSICS LEARNING AND MASCULINITY IN AN EDUCATION IN CRISIS. Portuguese Journal of Education, 24(2), 183–210. https://doi.org/10.21814/rpe.3034

Issue

Vol. 24 No. 2 (2011)

Section

Artigos

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