This research explores the development of a Specialist Sports College within a framework of educational justice. It asks whether the development of the Specialist School can really mean equality of opportunity for all children, when some schools will, as a result, receive considerably more funding than others. It also considers the contentious policy location of the Specialist Sports College, found somewhere between ideologies of health and fitness for all and the development of elite sportsmen and women of the future. By investigating the transformation of one school into a Specialist College using a Case Study approach, this research explores the concept of transforming a school’s culture, and questions the Government’s expectations within this concept arena. What are the micro, lived effects of the macro policy of the Specialist School? By exploring the key themes that emerged through the data I conclude that transforming cultures is a far more complicated task than the Government perceive and also that the introduction of a single subject specialism may, in reality, lead to more division than unity. I also question whether PE can ever be a subject area that truly offers the possibility of success for all.

Bien que l’enseignement soit principalement décrite comme une activité cognitive fondée sur des choix rationnels, la littérature contemporaine, majoritairement anglo-saxonne, démontre que les émotions sont au cœur de l’exercice de cette profession (Hargreaves, 1998). S’il est communément admis que le « bon » enseignant sait déclencher l’intérêt, la motivation, ou encore la confiance en soi et le plaisir de l’apprenant, parler des émotions de l’enseignant lui-même reste plus exceptionnel. Pourtant, les évaluations affectives spontanées opérées en cours de leçon au contact des élèves semblent de nature à conditionner à la fois son attitude pédagogique, et plus largement son bien-être. Dans ce travail de recherche doctoral, nous nous efforçons donc de mieux circonscrire ce champ d’étude à travers la revue des différentes définitions et mesures de l’émotion. De cet ancrage bibliographique initial situé à la fois dans les champs de la Psychologie des émotions et des Sciences de l’Éducation, l’émotion des enseignants est investiguée empiriquement à différentes échelles à travers les questions (i) de sa sédimentation dans l’expérience individuelle des enseignants, (ii) de ses effets sur le style pédagogique de l’enseignant en cours de leçon, et (iii) de la méthodologie de captation in situ de la dynamique émotionnelle à travers l’investigation de ses différentes composantes (Scherer, 2009). / Although teaching is mainly described as a cognitive activity based on rational choices, contemporary literature, mostly Anglo-Saxon, shows that emotions are at the heart of this profession (Hargreaves, 1998). While it is commonly accepted that the "good" teacher can trigger the interest, motivation, or self-confidence and enjoyment of the learner, talking about the emotions of the teacher himself is more exceptional. However, the spontaneous affective assessments made during the lesson facing the students seem likely to condition both its pedagogical attitude, and more broadly its well-being. In this Phd research work, we strive to better define this field of study through the review of different definitions and measures of emotion. From this initial bibliographic anchorage located both in the fields of the Psychology of Emotions and the Sciences of Education, the emotion of the teachers is empirically investigated on different scales through the questions of (i) its sedimentation in the experiment individual teachers, (ii) its effects on the pedagogical style of the teacher during the lesson, and (iii) the methodology of in situ capture of emotional dynamics through the investigation of its different components (Scherer, 2009).

L’évolution des nouvelles technologies dans les dernières décennies permetd’envisager l’intégration des TICE dans l’enseignement de l’Éducation Physique etSportive et le développement de situations d’apprentissages instrumentées. L’objectifde cette étude vise à analyser l’usage d'un artefact vidéo-informatique aux différentsniveaux d’apprentissage dans des activités physiques contrastées dans leursspécificités. Nous caractérisons et modélisons les conditions d’instrumentation dudispositif avec trois enseignants du premier degré et trois enseignants du seconddegré, leurs appropriations de l’artefact et leurs usages effectifs. Nos observationsmontrent que les usages du feedback vidéo-informatique semblent se différencierselon le niveau effectif d'autonomie des élèves et suivant la formation initiale desenseignants. Par ailleurs, elles soulignent la difficulté des élèves de second degré àtravailler en autonomie selon une modalité pédagogique proposant l’autoscopie ce quiatténue l'efficacité du dispositif vidéo-informatique. / Over past decades the introduction and evolution of new technologies enablesto consider the inclusion of ICT in the teaching of Physical & Sports education and inthe development of instrumented learning processes. The objective of the study aimsat analyzing the use of a computer-video artefact for the different steps of learningwhen practicing physical activities, which can have contrasted specificities. We defineda model for the instrumentation of the package, for their artefact appropriation and theireffective use of it, with three teachers from first degree and three others fromsecondary. We observed that the use of computer-video based feedback differsdepending on the student’s autonomy and on the initial curriculum of the teacher.Besides, this study highlights the difficulty for some secondary students to work inautonomy when faced to an autoscopy based pedagogical method, which reduces theefficiency of computer-video device.

This dissertation presents results of a research that had as source the Revista Brasileira de Educação Física (Brazilian Magazine of Physical Education). The theme is related to biopolitical discourses and the subjection processes that are inserted in Physical Education and Sports. The work is inserted in the Historical Research Line, and Education Historiography as well - (FACED/UFU). The analysis had Michel Foucault's works as theoretical foundation. His studies helped to elucidate the several controlling mechanisms that are transmitted by the discourses about humans body. In the first chapter the dissertation examines the new scientific paradigm of Systems Theory. Historically technocrats that represented Physical Education and Sports have chosen Systems Theory for they believe this is the best technique for administration of the government s actions. It was possible to verify that there has been an alignment between the government position and the knowledge produced in the area. The periodical discourses have founded our discussion on bio-politics and subjection; the first and second categories allowed an approach of theoretical and pedagogical nature, respectively. Based on Foucault it was possible to bring to evidence, that the network built by the effective moral and the pedagogic practice of Physical Education both exert a social control by "kidnapping" people s free time, with good and healthy activities. Regarding subjection we have read articles about pedagogy that are contemporary of the magazine analyzed, showing that techniques used to guide students, that were initially believed as innovative, are truly dominance processes identified in the works of Foucault. We finally discuss the neoliberal model and physical activities as well. Once again, the discourses inserted in higher level institutions allow us to foresee the ideological alignment of Physical and Sports Education to neoliberalism principles that aim at subjecting individuals under the values that support this society model. / Nesta dissertação, é apresentado o resultado da pesquisa documental que teve, na Revista Brasileira de Educação Física, a fonte para o tratamento teórico dos discursos biopolíticos e dos processos de disciplinarização que permeiam a Educação Física e Esportiva. O trabalho está inserido na Linha de Pesquisa História e Historiografia da Educação (FACED/UFU). A análise do material serviu-se das obras de Michel Foucault, cujos estudos auxiliaram na elucidação dos diversos mecanismos de controle que são veiculados nos discursos sobre o corpo. De início, no primeiro capítulo, a dissertação trata de examinar o novo paradigma científico denominado de Teoria Geral dos Sistemas. Historicamente, os tecnocratas que representavam a Educação Física e Esportiva elegeram a Teoria Geral dos Sistemas por acreditarem ser esta a melhor técnica para gerenciamento das ações governamentais. Foi possível constatar, também, que houve o alinhamento entre a posição governamental e o saber produzido na área. A partir dos discursos veículados pela Revista Brasileira de Educação Física, no segundo capítulo, a argumentação se detém nas categorias acima mencionadas, biopolítica e disciplinarização; a primeira categoria permitiu uma abordagem de natureza teórica, e a segunda pedagógica. Foi possível evidenciar, com base nos estudos de Foucault, que a rede construída pela moral vigente e a prática pedagógica da Educação Física exerce o controle social pelo sequestro do tempo livre das pessoas com atividades lícitas e saudáveis. Quanto à disciplinarização, faz-se uma leitura de artigos de cunho pedagógico que perpassam o periódico analisado, mostrando que técnicas de condução de alunos, tidas, supostamente, como inovadoras, nada mais são do que processos de dominação muito bem identificados nas obras de Foucault. Por fim, foi discutido o modelo neoliberal de ser e estar no mundo e as atividades físicas. Mais uma vez, os discursos que circulam nas instituições de formação superior deixam antever o alinhamento ideológico da Educação Física e Esportiva aos princípios do neoliberalismo, que objetivam subjetivar os indivíduos sob a égide dos valores que sustentam esse modelo de sociedade. / Mestre em Educação