Physical education in pre-school caetano de campos school sao paulo; games were a part of the activities

Por: Ana Cristina Arantes.

Athens 2004: Pre-olympic Congress

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Introduction

This wok intends to analyse the process of implementing of PE classes in Brazil, since the epoch of its discovery until nowadays. Under the patronage of a medical and militarist vision the gymnastics destined to white boys was implemented in (few) public elementary schools by instructors belonged to the imperial Militia. From the advent of the
Republic in 1889, countless governmental attempts occurred in order to align Brazil with the modern countries. Urbanization, industrialization, migratory and imigratory currents formed a part of this process. Is was necessary to organize the social body and, in a certain way, to frame the different social classes. The (recommended) PE classes, at the same time, took part in that hygienist and eugenic project to try the Brazilian races improvement. From the Old Republic, until 60 and 70 decads, new methodologies were observed. The "instrumentalization" and the physical skills for sports applied to youth and the psycomotricity to children in the elementary schools, were the tonic of the epoch. From the 80 decade on were implemented the Human Motricity and Corporal Culture lines

Methods

This historical and descriptive work based in the analysis of specific literature, in architectural, historical medical works documents of epoch (photos and papers) and interviews.
Results
PE, differently from the past, were enlarged in relation with its philosophy and program (games, dance, fight, sport, gymnastic) Articulated to the school project, they formed the students integral formation presently.

Discussion/ Conclusions

This work professionals and university students stand by a significant effort in order to systematize and spread the history and the memory of the formal PE in Brazil as well to try being understood the Arts State in which in can be found, inasmuch as the sociocultural researches in Brazil are scarse, although they have been progressively weighed up in PE graduation courses.

References

[1]. Arantes, A C. (1990) Educação física infantil nos cursos de Habilitação Específica para o Magistério em São Paulo. (Dissertação Mestrado) Eefusp. 317p.
[2]. Kulmann JR, M. (2000) Histórias da educação infantil. In 500 anos de educação Revista Brasileira de Educação Mai/ Jun/ Jul. Ago. (14). Associação Nacional de Pós Graduação e Pesquisa em Educação (ANPED) p.05-34.
[3]. Marinho, I, P. Sistemas E Métodos De Educação Física. São Paulo, Brasipal. 6ª Ed.444p.
[4]. Menezes, J. G. (et alli) (2001) Estrutura e funcionamento da educação básica. São Paulo, Pioneira. 401p.
[5]. Nunes, C. (2000) O "velho" e "bom" ensino secundário momentos decisivos. In 500 anos de educação Revista Brasileira de Educação Mai/ Jun/ Jul. Ago. (14). Associação Nacional de Pós Graduação e Pesquisa em Educação (ANPED) p.-35- 60.
[6]. Pini, A M. (2001).As concepções de cultura corporal nas obras de Fernando Azevedo, Lino Castellani e João Baptista Freire. (Dissertação Mestrado) Universidade Presbiteriana Mackenzie. 123p.
[7]. Soares, C. L (1994)Educação física: raízes europeias e Brasil: Campinas, Autores Associados. 167p.
[8]. Souza, R. F. (1998) Templos De Civilização: A Implantação Da Escola Primária Graduada No Estado De São Paulo (1890 - 1910) São Paulo, Unesp. 301p.
[9]. Vidal, D. G. & Hilsdorf, M. L. S. (org.) (2001) Tópicas em história da educação. São Paulo Edusp. 254p.

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