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Este articulo ofrece resultados de una investigacion sobre la vinculacion entre ocio y practica docente en maestros y maestras de educacion primaria de la ciudad de Santiago de Queretaro, Mexico. Se apoya en teorias sociologicas y educativas: Heller, Bourdieu, Freire, Gramsci; asi como autores del ocio: Sue y Cuenca. Describe datos obtenidos de un estudio de caso sobre las vivencias de ocio, desde una narrativa fenomenologica, obtenidos de entrevistas. La etnografia en el aula se empleo para describir la practica docente e identificar las estructuras de esta. La hermeneutica auxilio en la interpretacion de estos datos y en la construccion de los siguientes tipos ideales de ocio-practica docente: un ocio aburrido se asocia a una maestra autoritaria, o, a un maestro que renuncia a educar; un ocio creativo a maestras y maestros emancipadores; un ocio hibrido a maestros y maestras en ciernes, que aun no definen un tipo de practica docente. Se concluye que el ocio si esta presente en la practica docente, que no hay fronteras per se entre lo publico y privado. El maestro y maestra es mas que un profesionista cuando esta frente a grupo, es una persona que pone en juego lo que es y tiene. El ocio imprime una caracteristica singular a la practica docente como apropiacion de conocimientos y cultura. This article contains the results of a research study on the tie between leisure time activities and teaching methods among elementary school teachers in the City of Santiago de Queretaro, Mexico. It is based on sociological and educational theories: Heller, Bourdieu, Freire, Gramsci, as well as authors who wrote about leisure time: Sue and Cuenca. It describes data obtained from a case study on leisure time activities, from a phenomenological narrative, obtained in interviews. Ethnography in the classroom was used to describe teaching methods and identify their structures. Hermeneutics aided in the interpretation of this data and in the construction of the following ideal types of leisure time-teaching methods given as results of the research: boring leisure time is associated with an authoritarian teacher or a teacher not interested in educating; creative leisure time with emancipative teachers; hybrid leisure time with new teachers who have not yet defined their teaching method type. It is concluded that leisure time activity is present in teaching methods, that there are no borders per se between the public and the private. The teacher is more that a professional when he/she is in front of the class; he/she lays out what he/she is and has. Leisure time activities leave a singular imprint on teaching methods as an appropriation of knowledge and culture.

Ocio y práctica docente en maestros y maestras de educación primaria