Abstract
Our research focuses on describing what is really happening when a teacher wants to transmit to pupils - girls and boys - knowledge socially marked as masculine. To describe the processes involved in effective didactic interactions between a teacher a pupil and knowledge, we opted for qualitative methodology, consisting on a close observation of the didactic interactions of a teacher with his pupils (girls and boys). Analysis of the interviews focused especially on the nature of knowledge actually transmitted for girls and boys. The studied video sequences permitted to study the didactic interactions more precisely as are actually happening on the pitch. Both tools allowed us to identify the educational intentions of teachers (specialist or not); women or men in the teaching of football. The results show that teachers’ conceptions influence implicitly or explicitly the modalities of their interventions and the nature of football knowledge transmitted to pupils. This makes us think that the impact of social facts (backgrounds) on Tunisian teachers is great. This phenomenon may lock the physical education teacher in some representations modeling masculine and feminine stereotypes and affect his didactic and teaching contribution. Therefore, the teacher must be aware of the impact of the connotation that may have certain “masculine” practices on his interventions and consequently over the pupils learning (either boys or girls).
