A escola, o esporte e a energização do caráter: projetos culturais em circulação na Associação Brasileira de Educação (1925-1935)

• Ano de defesa: 2006
• Autor(a) principal: Meily Assbu Linhales
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação; Cultura; Esporte
• Link de acesso: http://hdl.handle.net/1843/FAEC-85RNZH

This study aims at approaching the relationships between sports and formal education based both on ABEs standpoint from 1920 to 1930. Our main goal has been understanding how and why sports activities, already seen as an experience both modern and urban were involved in cultural projects that aimed at school efficiency as a possibility for both organizing and disciplining social life. We targeted at understanding the ways in which sports signs and code allowed for a view of modern school as a privileged time and space for socializing the future generations. Sharing data from other studies, this research aims at highlighting that, from 1920s on, both projects and rules regarding the schooling of sports becomes accepted by educators. Such tendency is related to the intention of pedagogic changes that conceived school as a modern, active, efficient, technological and in synch with the discourse of urban-industrial labor. From a historiographic standpoint, we approached both the cultural and political meanings permeating intention to create a scholastic mode for sports and the relationship between such pedagogic-cultural moviment and the view of social regeneration through education. We used the documents available at Associaçâo Brasileira de Educaçâo as a source for our resesarch. Knowing the socializing fabric established by ABE in order to approach school-sports relationship, it was made possible to identify a multitude of conflictuous ideas, mentalities and perspectives. A basic idea is found to have a consensus: sports can be used to boost Brazilians self-esteem. Unravelling such fabric, however, allowed for both identifying and problematizing several interpretations and interests revolving around such proposition. The accords established between education and the nationalist strengthening of the nations body shaped the schooling of sports. The discoursive practises analysed allowed for identifying sports as both a content and a teaching method. It, in the meantime, was also inquired as a scholastic institution paralell to schooling. Problematizing such multitude of forms and educational dimensions made it possible to identify the embodiment of sports ethos in an attempt to shape a modern way of scholastic socialization.