Eliana Lucia Ferreira

(organizadora)

FOCUSES ON PHYSICAL
EDUCATION

Juiz de Fora
NGIME/UFJF
2014

 2014 by Eliana Lucia Ferreira (organizadora).

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Capa: Gabriel Schuery Custdio

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H673

Focuses on Physical Education / Eliana Lucia Ferreira (organizadora). - Juiz de Fora : NGIME/UFJF,
2014.
142 p. : il. ; 21 cm. (Educao Fsica e suas
organizaes acadmicas ; v. 1)
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ISBN 978-85-67380-38-4
1. Educao Fsica - Histria. I. Ferreira,
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Apoio: SECADI Secretaria de Educao Continuada,

Alfabetizao, Diversidade e Incluso
Reitor

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Vice-Reitor

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Pr-Reitor de Ps-graduao

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Centro de Ensino a Distncia da UFJF (Cead)

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Coordenador Geral

Faculdade de Educao Fsica (Faefid)

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Distribuio gratuita

CONTENTS
I

NTRODUCTION................................................................5

1
1.1
1.2
1.3
1.4

PHYSICAL EDUCATION IN BRAZIL..........................................7

ABSTRACT.....................................................................9
INTRODUCTION...............................................................11
A BRIEF PICTURE OF COLONIAL BRAZIL....................................12
HISTORICAL INCURSIONS OF PHYSICAL EDUCATION AND SPORTS.......16
INTRODUCTION OF SPORTS AND PROFESSIONAL TRAINING.............28
THE PROGRAM SPORTS FOR ALL AND PHYSICAL ACTIVITY
FOR THE GENERAL POPULATION............................................34
PROFESSIONAL TRAINING...................................................38
BASIC EDUCATION IN BRAZIL: IMPORTANT EVENTS.......................43
REGULATION OF PHYSICAL EDUCATION PROFESSIONALS
IN BRAZIL.......................................................................47
SCHOOL PHYSICAL EDUCATION AND PHYSICAL EDUCATION
UNDERGRADUATES............................................................49
HIGHER EDUCATION...........................................................51
SCIENTIFIC EVENTS AND RESEARCH DEVELOPMENT...................55
RESEARCH.....................................................................59
INCLUSIVE PHYSICAL EDUCATION IN BRAZIL............................63
FINAL CONSIDERATIONS.....................................................75
RESUMEN......................................................................79
RESUMO........................................................................81
REFERENCES..................................................................83

2
2.1
2.2
2.3
2.4
3
4
5
6

GESTION E INVESTIGACIN EN ORGANIZACIONES ACADMICAS

DEEDUCACIN FSICA Y DEPORTE.........................................91

RESUMEN......................................................................93
1
INTRODUCCIN...............................................................97
2 ICSSPE..........................................................................101
2.1 COMIT INTERNACIONAL DE PEDAGOGA DEL DEPORTE.................110
2.1.1 La Federacin Internacional de Educacin Fsica.....................118
2.1.2 Asociacin Internacional de Educacin Fsica y
Deporte para Mujeres y Nias.............................................120
2.1.3 La Asociacin Internacional de Educacin Fsica
en Educacin Superior......................................................123
2.1.4 La Federacin Internacional de Actividad Fsica Adaptada .........124
2.1.5 La Sociedad Internacional de la Educacin Fsica
y Deporte Comparado.......................................................125
2.1.6 El Consejo Internacional para la Excelencia en Entrenamiento....128
3
CONCLUSIN..................................................................130

ABSTRACT.....................................................................135

RESUMO........................................................................137

REFERENCES..................................................................141

INTRODUCTION

This work brings together two investigations engaged in exposing international academic organizations of
Physical Education and Sport as well
as the history of physical education in
Brazil. Both studies published in this
volume gain consistency through reflections that aim to show different
segments of physical education, however, without ignoring political implications in specific sociohistorical
processes.
The first essay relates to the structure and functioning of international
academic organizations, describing
their functioning and articulations.
The second paper brings a reflection
on the different faces of Physical Education in Brazil.
Hereby, we hope to promote information about the establishment,
development and movement of Physical Education.

PHYSICAL
EDUCATION IN
BRAZIL
Antonia Dalla Pria Bankoff*
Eliana Lucia Ferreira**
Maria Beatriz Rocha Ferreira***

* Ph.D. in Morphofunctional Sciences from the

University of So Paulo (Brazil). Post Doctoral
Research Associateship at Istituto Statale
Superiore di Educazione Fisica, Rome, Italy.
Vice-chairman of the National Association of
Latin American Science of Sports, Physical
Education and Dance.
** Post Doctoral Research Associateships in
Educational Evaluation at the National
University of Distance Education in Spain and
in Linguistics. Ph.D. and Masters.Degrees
in Physical Education from the University of
Campinas (Brazil).
*** Ph.D. in Anthropology at the University of
Texas at Austin (USA) and Master in Physical
Education at the State University of So Paulo
(Brazil).

ABSTRACT

The origin of Physical Education in the

country is in the eighteenth century.
The development of this area was an
interwoven process with socio-cultural and political changes, the passage
of Brazil from a Protectorate to a Republic. The search for national identity and the geopolitical formation of
the country influenced the creation
of Physical Education Schools, which
introduced European, American and,
most recently, Asian methods.
The training of professionals in the
field, the development of research
centers, governmental support, and
sports professionalization are subjects
with which we will deal in this paper.
The development of Physical Education and Sports were interrelated, yet
with different features, and both produce and reproduce the prevailing values of a certain period. In this text we
will make some references to sports,
considering the influence it had on the

area and because it is a regular practice in schools. We will also highlight the
physical and the importance of physical activity for population programs.
Sports structure requires appropriate
location, budget, and selection of the
best, among others. Inclusive education is a recent thematic in the country. There have been advances in law,
in schools, and in scientific production, but it is still necessary to have
better infrastructure, personnel training and, most important, to make
people overcome prejudices.
Key-words: Physical Education in Brazil. School. Programs for populations.
Social Inclusion.

10

1
INTRODUCTION

The origin of Physical Education

in the country dates the 18th century,
when Brazil passed from a Protectorate
to a Republic. Important themes started to appear, such as the search for
the creation of a national identity and
the countrys geopolitical formation. In
the Physical Education field, the first
school of Physical Education was created, and European sports and gymnastics methods were introduced. From
the 1970s, the following facts were registered: the influence of North American and Asian sports, the expansion of
professional training in the area, the
creation of research centers, greater
government support for sports and
physical education, and sports professionalization, among others.
This paper will demonstrate facts,
dates, and fundamental laws that draw
a historical picture of Physical Education in Brazil. Also, we will make references to sports because of its influen-

11

ce in the field, and as it is a constant

practice in schools.

1.1
A BRIEF PICTURE OF COLONIAL
BRAZIL
Brazil was discovered by the Portuguese in 1500 and remained under their
rule until September 7th, 1822, the date
of its Independence. During this period,
there were invasions in the North and
Northeast from the French and Dutch,
and in the Southeast also by the French.
These peoples influenced the tangible
and intangible culture of the time.
Portuguese colonizers tried to
transform Indians into the workforce,
but they found difficult barriers for
such an enterprise, such as: the lack

12

of knowledge and ignorance of native

culture, their resistance power, and
the knowledge they had of their territory, being able to flee easily. These
facts influenced African slave trade
the slavery period which lasted from
the sixteenth century until May 13th,
1888, when slavery was abolished. The
wealth of Portuguese diversity, and indigenous and African bodily practices,
were not recognized by the Empire
and during the formation of the State.
Many of their games were forgotten and others were forced to be forgotten, because they were part of indigenous and African sacred rituals, the
antithesis of Christian philosophy in the
colonial era. Tensions between indigenous and non-indigenous people often
opened a place for the domination of
the colonizer. The processes of reinterpretation of these peoples body practices started to be visible from the end

13

of the twentieth century (This topic is

subject of study in other works see
www.labjor.unicamp.br/indio).
On November 15, 1889 the Proclamation of the Republic in the country
occurred. This date is a landmark of
social changes, and from 1930 a phase of greater socio-economic and political expansion occurred. Portuguese influence in Brazil was intense in
the years of the protectorate. Santos
(1992) highlights key ideas of a paradigmatic education in Portugal and
Brazil at the end of the old colonial
regime. Educational and pedagogical
models were similar in both countries
in the early centuries. The author suggests that the period of greatest political and military influence of Portugal
in Brazil was from 1750 to 1777.
Historically, Jesuits dominated education in Portugal and Brazil until 1772,
and from this time on there was a ma-

14

jor reform in Portugal. The state assumed this role, which was increasingly
interventionist, active and conscious
of the leadership role that it should
be in structural changes of public education (SANTOS, 1992, p. 183). The
model of society in both countries was
patriarchal. It was governed by ecclesiastical and civil legislation, based on
old Roman law, which made the whole family structure dependent on the
father (SILVA, 1993). Actually, the paternalistic structure aimed to control
the proliferation of dissimilar wedding
conditions, having control of the nuclear family (elementary family). The
influence of Portuguese culture in Brazilian civil law was so dominant that
the first changes occurred only before
the First World War.
Middle and upper class women
were in the custody of their families
until getting married. They were prepared for marriage, for becoming wives.

15

Very few women had access to the University. This situation began to change
in the mid-twentieth century. These
facts are reflected in the institutionalization of sports in the country, which
favored men with the right to practice
sports. This rule of law was genuine in
the formation of the first sports in Europe, and as a consequence influenced
its development also in Brazil.

1.2
HISTORICAL INCURSIONS OF PHYSICAL
EDUCATION AND SPORTS
The development processes of
Physical Education and Sports were
interrelated in diverse ways, yet they
kept their own features and reproduced current values and morals of the
time. School should provide basic learning and also major access to sportive

16

practice, including appropriate location, budget, and selection of the best

(and it should be practiced in clubs).
For a better understanding of the historical and legislative framework, we
shall mention some laws and facts
about sports in school and clubs.
The work of the historian and Professor of Physical Education, Ademir
Gebara (1992), brings important information from the nineteenth century. The author chooses to start his
analysis with Francisco Franco Mello
(1757-1823), who was the first Brazilian to receive his medical education
at Coimbra, Portugal, and wrote about
the study of Physical Education. In his
book, Treaty of physical education for
boys, for use by Portuguese Parents
(LISBON, 1989), he discusses conceptually the term Physical Education in
the context of the medical field, in
maternal and childcare, with hygienic concerns, without focusing on the

17

physical/motor activity or exercise

aspects. From this work, the concept
was expanded both in pediatrics and
in the area of hygiene (currently public health). It is important to mention
that the city of Rio de Janeiro already
had a public health problem. Therefore it was necessary to think of a new
and better model of urban life.
Gebara (1982, p. 15) also mentions the work of Xavier Firmus, from
1854, who developed a set of maternal
and child rules while maintaining the
same line of Franco Mello. However,
he attributed greater weight to the
environment, and to food and physical
activity. The educational dimension,
although limited, is also a concern in
Franco Mellos work, in the sense of
teaching and guiding to intellectual,
moral, and physical formation (GEBARA, 1982, p. 17). In this perspective, Gebara suggests that the object of
Physical Education was situated at the

18

medical and pedagogical knowledge

interface (GEBARA, 1982, p. 17). He
makes reference to the author Neves
Armonde (1978), also, covering the dimension of physical education in health care, emphasizing social factors;
and Pereira Abreu (1867) who focused
on physical education towards soldiers
free time aiming the formation of
more docile, bolder, and subordinate
bodies. For the latter, physical education sought not only the formation but
also the ability to transfer this knowledge and attitude to children and to
every citizen (GEBARA, 1982, p. 18).
Briefly, the hygienist-military-educational tripod was the basis for
the development of physical education and sports in the country in the
late nineteenth and early twentieth
century. It was a time of great change, the beginning of freedom from
slavery, the formation of the National State, and the pursuit of Brazi-

19

lian citizens identity. It is important

to mention that the quest for national
identity depended on international
models which were formerly imported
from Europe.
Brazil, a young country in terms
of colonization, was eager to import
European models, thus it was more receptive to different forms of gymnastics and sports in schools. These were
introduced eclectically and with little
resistance when compared, for instance, with Belgium. In that country,
sports practice was established through resistance and initiated in schools
only in 1969. Gymnastics was the only
activity practiced in Belgium schools,
such as German Turnen from 1839,
Amoros exercises from 1840, and Swedish gymnastics from 1898 to 1968.
Because of political boundaries in Belgium, resistance to the introduction of
sports in schools and colleges of physical education was created. These

20

were introduced and practiced outside

the school environment, and in sports
clubs (ROCHA FERREIRA; TOLLENNER,
1998). In Brazil, the almost exclusive participation of men in sports, the
idea that sports were formed by men
and for men strongly appears in the
constitution thereof. Women are to
be kept marginalized, as can be seen
in the first publications and laws. The
first book published in the country was
Treaty of physical education and morals for boys (1828). Then, the law no.
630 in 1851, included gymnastics in
the school curriculum, but there was
no reference to sex discrimination
(PEREIRA, 1984). The author points
out local situations that demonstrate
restrictions for women in physical activity in the State of Amazonas (1852)
and in Rio de Janeiro (1874).
In 1862, the decree no. 2.882
Reformer Souza Ramos maintains
gymnastics in Pedro II School and

21

adds dance to its curricula (COSTA,

1989). In 1882, Rui Barbosa in the
project no. 224 about the Reformation of elementary schools and other
complementary public education institutions recommends establishing a
special section of gymnastics in every
elementary school of all grades, with
a view towards women, the harmony
of female forms and the requirements
of future motherhood (DA COSTA,
1999, p. 172; ROSEMBERG, 1995, p.
280). The greatest emphasis was placed on calisthenics and gymnastics for
girls seeking beauty and, for boys, military exercises saturated with order,
voice commands and military posture,
which was reflected until the 1970s
(CANTARINI FILHO, 1982). School was
the place where both girls and boys
could have access to Physical Education. There was, however, a tendency
to assign women particular characteristics in order to protect them from
the eventual harm that sports could

22

cause to health and maternity (CASTELLANI FILHO, 1982; PEREIRA, 1984;

ROSEMBERG, 1995). The main focus in
the early twentieth century was health and aesthetics; both were protagonists of a project that Souza (1994,
p. 26) defined as social asepsis. It
disciplined peoples attitudes to steer
clear of mental and moral deterioration. The body would be under control, with permitted activities, calisthenics and rhythmic exercises, and
sports did not have the character of
pleasure and exuberance.
The Minister for Education and Health defined programs of Physical Education (1931-1944) for secondary education, establishing three classes per
week for boys and two for girls, with
exams and specific exercises for each
gender (ROSEMBERG, 1995). These
facts show that gender differences occurred in the first half of the twentieth
century, such as a different number of

23

hours of physical education, and easier access of boys for sports and competitions in different Brazilian regions
(ROCHA FERREIRA, 1997, 1999, 2001).
The search for a national method was
the major concern at the beginning
of the twentieth century. It coincided
with a preoccupation in place with the
formation of a People and national
identity. Capoeira (a Brazilian martial
art that combines elements of dance,
acrobatics and music), which was the
suggestion of Brazilian nationalists to
be the national method, did not find
an acceptable place and value, and
as a result European gymnastic and
sports methods were introduced in the
country, as will be mentioned later.
The arrival of the French Military
Mission brought the doctrines of the
School of Joinville Le Pont. Swedens
doctrine of Physical Education also
came to the country by a group of
Brazilian teachers who had training

24

at the Royal Institute of Stockholm,

bringing the Swedish method. German
orientation came to Brazil by German
immigrants, mainly in the South, where they tried to introduce the Turn.
During this period, which predominated until the 1950s, French influence
was the most significant contributor to
Brazilian Physical Education that was
essentially developed in the schools.
Due to the French influence, the first
School of Training for Physical Education in Brazil (1907) was founded:
the School of Physical Education of
the Armed Forces of So Paulo. In the
1930s and 1940s, Schools of Physical
Education of the Army, and then the
University of Brazil at Rio de Janeiro
(TUBINO, 2006) were begun.
After the end of Second World
War, Brazil spun off the French, Swedish and German lines, and became
more receptive to movements taking
place in the world, starting to try

25

them out. These movements occurred almost simultaneously and can

be divided into three sets: influences
on physical education scholarship,
influences of movements in physical
education for general population, and
document discussion from international organizations (TUBINO, 2006). Influences coming from different areas
of knowledge brought benefits to the
field of physical education, as we will
mention. The movement of sports initiation was the result of the search
for sports medals in Olympic Games
and traditional sports world championships. The constant visits of Professor Auguste Listello and his followers/enthusiasts emergence explain
the emphasis on primary and secondary schools.
The advent of the French inspired
methodological precepts of Psychomotricity of Jean Le Bouche, Henri
Paul Hyacinthe Wallon, and others in-

26

fluenced Brazilian Physical Education

study in 1970. In the following years,
Brazilian researchers introduced Motor Learning studies and were supported initially by the studies of the
American Richard A. Schmidt (1991).
American behaviorism, that had invaded the educational teaching of the
entire world with Blooms Taxonomy,
basic skills, formulating operational objectives, and other precepts, was also
settled in Brazil, and in Physical Education classes it became a reference
for propositions. It originated the New
School Escola Nova (BAEZ, 2008).
The New School was a movement of teaching renewal, which was particularly
strong in Europe, America, and Brazil
in the first half of the twentieth century. Young Mens Christian Association
(YMCA) calisthenics in the United States
of America, designed for adult use, also
started to be applied in school environment (CASTELLANI FILHO, 1994). In
short, the complex process of institu-

27

tionalization of physical education and

sports in the country was initially based on military and medical arguments
and proposals, with a strong inclination
to favoring males. From the 1970s,
psycho-educational areas contributed
significantly to Physical Education.

1.3
INTRODUCTION OF SPORTS AND
PROFESSIONAL TRAINING
The introduction of sports in Brazil occurred in different cities. However, Rio de Janeiro was considered, at
that time, the sports gateway for
professional training. So Paulo city
has also significant contributions from
the nineteenth century. Lucenas work
on the sports in the city aspects of
Brazilian civilizing effort (LUCENA,
2000, p. 11) shows that since the be-

28

ginning, the introduction of sports in

Rio de Janeiro (at the year 1901) was
not a process that occurred smoothly,
but under tension and power struggles.
At that time, Rio de Janeiro was, the
gateway to a whole range of new customs and business in the country (LUCENA, 2000, p. 13). And so, sports
came to fulfill the needs of an upper
middle class society, seeking for educated and educational activities coming from Europe. Sports takes the
club organization. And it can be seen,
between 1850-1860, in the organization of groups participating in regatta
competitions, in 1873, the Club Guanabarense, and later, from 1885, in several others clubs (Cajuense Regatta,
International Regatta etc.) (LUCENA,
2000, p. 28). The educational concept
of sports at the time had different attributes, such as: a) the dimension of
the social class, because only people
sharing the same social class could
practice it, and since it is inheren-

29

tly violent, its practice depended on

good education as a basic requirement; b) economic, in the sense of
allowing social mobility, since even an
illiterate individual could be benefited
if he had sports skills, and c) locations
that were accessible to higher social
classes, in the case of turf, local of
production and reproduction of upper-class values, such as fashion, ornamentation, business, etc. Therefore,
there was an environment conducive
to sports acceptance. The author says
that there was an implementation
of a specific practice alongside games
of popular characteristics in Brazil
and not the passage of a synchronic
popular and ritualistic game (LUCENA,
2000, p. 42 ). The term implementation sustains the idea of a certain
rupture in international relations process, because the upper classes at the
time were not constituted of European
people, but many of them had studied
in Europe. Thus, knowledge transfer

30

was brought by them and not implanted, which does not mean it had no
tension. The term implementation
is loaded with the idea of something
coming from outside, without acceptance by the current group. In reality,
the process of acquisition of Brazilian
knowledge in sports (the importation
of European and American ideas) was
satisfactory for a certain layer of the
population, the upper class, but not
popular classes. After a long time,
sports gets another signification and
becomes praxis in lower classes, as
has happened with soccer.
The sexist nature of sports can be
seen in diverse events in the country.
Among them, we point out the reports
of Maria Lenk, the first woman athlete
to participate in swimming in the Los
Angeles Olympics Games. The athlete
mentions that the first women to break through prejudices and come forth
with swimming clothes were: Violet

31

Coelho Neto (1922) who swan in Urca

and Ansia (Rabbit and Alice) Passalo
(1925) who swan the Bay of Guanabara (Bahia de Guanabara), a distance
of 5 km. At So Paulo, a group belonging to a German colony broke prejudices and presented in a swimming
competition in 1932 (ROSEMBERG,
1995). These women were pioneers
in swimming; they opened doors and
had advanced behaviors for the time.
And many of them were of European
origin German and other nationalities whose tradition of involvement
in sports was more acceptable. From
the 1940s the progression of womens
participation in competitions and
Olympics Games has been slow, but
progressive, especially in gymnastics,
volleyball, swimming, and to a lesser
extent in athletics and basketball. In
1941, the Decree no. 3.199 prohibits
womens sports practices which are
incompatible with the conditions of
their nature and in 1965 the Natio-

32

nal Sports Council (CND) regulated

this decree, stating that women could
practice any sports established by international institutions. Nevertheless,
they prohibited fighting of any kind, as
well as football, soccer, beach soccer,
water polo, polo, rugby, baseball and
weightlifting (CONSELHO NACIONAL
DE DESPORTO, 1965). Research contributions concerning women and sports
are becoming more intense in the
country, and usually they are carried
out by women. We can mention some
authors, such as Katia Rubio, Ludmila
Mourao, Silvana Vilodre Goellneer, Helen Altman, Emmi Myotin, Elaine Romero, Eustaquia Slavadora de Souza,
among others.

33

1.4
THE PROGRAM SPORTS FOR ALL AND
PHYSICAL ACTIVITY FOR THE GENERAL
POPULATION
Since 1960, movements and manifestations have emerged emphasizing sports or physical activities for
the general population, and these
had an influence on Brazilian Physical
Education. We can mention: Sports
for All and Movement for Physical Fitness and Agita So Paulo. Edson Valente (1996, p. 6) affirms that
Sports For All is a result of the knowledge incorporation derived from a
product created in Norway in 1967
the marketing movement TRIMM marketing is consumed in a different
way by other countries in Europe.
Among them is Germany inspiring an
array of Brazilian SFA having as its

34

main disseminator Jrgen Palm since

Jornadas lnternacionales de Estdio
sobre el Deporte in 1973 that took
place in Argentina where the researcher presented the TRIMM model. The
Brazilians Lamartine Pereira da Costa and Octavio Teixeira were present
and they brought the German method
proposal to Brazil. This movement was
based on concepts and values related
to non-formal sports movements, and
inclusive of local and cultural practices. This movement stimulated the
proposals emergence for the Brazilian
populations active recreation.
The Movement for Physical Fitness, launched by the North American
Kenneth Cooper in 1968, was widely
distributed in Brazil from 1970 to the
present. The Brazilian soccer team,
champion of the World Cup in Mexico
that year, had adopted the Cooper Method after Cludio Coutinhos adaptation. After the World Cup, the method

35

was widely spread among the Brazilian

population. It was used even as a reference to marking beaches, distances,
forests, parks etc. This was a great
motivation for the pursuit of physical
fitness (BAEZ, 2008).
The Agita So Paulo Program was
established in 1966 as an agreement
between the Center for Research of
the Laboratory on Physical Fitness
from So Caetano do Sul (CELAFISCS),
the State Department of Health from
So Paulo, and partnerships that currently involve over 200 governmental
and non-governmental institutions
and private companies (MATSUDO,
2012). The aim is to combat the sedentary lifestyle in So Paulo State by
promoting physical activity and the
knowledge of the benefits that an active lifestyle carries. The programs
actions affect the general population,
and focus on some specific groups
such as schoolchildren (Agita Galera),

36

the State Department of Health from

So Paulo Agita SES), and communities (Agita Comunidade). The program
success and its actions have reached
different states and countries with
the Agita Mundo program, in order to
meet the partner institutions, national and international consultants, as
well as guests, to discuss strategies
for worldwide successful intervention,
with the theme World Day for Physical Activity and how to implement
a Global Agenda for Physical Activity
Promotion (http://www.portalagita.
org.br/).

37

2
PROFESSIONAL
TRAINING

Professional training in the area

of Physical Education had occurred in
the late nineteenth century in regular schools. In 1876, decree no. 6,370
introduced gym workouts and general
principles of physical education in the
courses of two regular schools created
at the municipality of Corte (DA COSTA, 1999, p. 171).
The figure of a doctor appears in
1916 in decree 1.058 Service Regulations of Medical Inspection in the
Schools of the Federal District. It
gives the doctor the competence to
direct students physical education,
providing for the needs and capacity
of each age and sex. And in 1922, an
ordinance of the Minister of War created the Military Physical Education
Center, which was intended to direct,
coordinate, and disseminate the new
method of physical education and
sports applications. In higher education, the training of professionals

38

starts only in 1905. See Table 1 below

(DA COSTA, 1999, p. 172-197).
Table 1 Establishment of Physical Education Schools
1905

First ideas for the schools of physical education -one military and one civil

1928

Creation of the Professional School of Physical Education, to prepare and select physical
education teachers for the schools of the Federal District.

1929

Temporary course of Physical Education, based at the Military Center, with 23 teachers
alumni. There was also an anti-project to create the School of Physical Education of the
University of Rio de Janeiro for teachers, instructors, physicians and monitors on physical
education training.

1933

Transforms the Military Physical Education Center in the School of Physical Education of
the Army.

1939

Creates, at the University of Brazil, the National School of Physical Education and Sports.

1940

Recognition of the College of Physical Education of So Paulo is granted. The Physical Education Department of the Navy is created. The regular Course of Physical Education of the
School of Physical Education of the State of Esprito Santo is recognized.

1941

Authorization for the operation of the School of Physical Education of the State of Rio
Grande do Sul is granted. The special course of Physical Education in Piau. The temporary
course of Physical Education of the State of Santa Catarina is recognized.
The basis for the organization of sports throughout the country is established. The foundation of the organization of college sports is laid.

1942

A sports medicine course at the Physical Education School of So Paulo.

1942

A Physical Education and Sports School of Paran is authorized.

1944

The Regular Course of Physical Education, Specialized Medicine in Sports and Physical
Education, Sports and the Technical Training, and the School of Physical Education of the
State of So Paulo is recognized.

Since 1942

Significant increase of the Schools of Physical Education, especially since 1980, including
and especially private courses and sports medicine courses.

Source The authours (2014).

39

The figure of the physician had

always been present in physical education and sports. His training was ensured since the creation of the temporary course of Physical Education in
1929. In the project draft from 1929,
article 31 says that the course will comprise five divisions: a) student teachers,
male and female (2-year);b) Army,
Navy, Police and Firemen instructors
(2-year); c) civil, military and naval
medical students (last three months);
d) monitors students (1-year) and fencing masters students (two years).
This draft bill, in article 32, says
that the indispensable collaboration
of physicians in physical education
will be provided: a) by the creation
of chairs of physiology applied to eugenics in medical schools; b) by the
organization of medical supervision in
the teaching of physical education in
schools, public or private, and sports
associations, institutions or courses

40

of physical education; c) the physician and instructor of physical education are inseparable, so teaching
physical education or any branch of
sports without the assistance of a medical expert will be prohibited. The understanding that the physician and the
instructor of physical education were
inseparable figures had an uneven connotation. The balance of power hung to
the doctor existed when the reporter
said, It is prohibited to teach physical education or any branch of sports,
without the assistance of a medical expert. However, the effective presence
of the physician limits the actions of the
teacher, and the reverse is not required. In 1939, the decree 1,380 extends
the benefits of licensed and specialized physicians in physical education
to the students approved in the course of Physical Education Emergencies
organized by the National Department
of Education. And in the same year,
the ordinance 275 from the National

41

Department of Education determined

that in the secondary schools of the
Federal District it would be required,
for physical education classes, the
effective assistance of teacher and
physician, both skilled, and the course
for women should be taught by female
teachers. Interestingly, the role of the
doctor and teacher is indistinguishable for men.
The medical power will be exercised in the practice of sports and physical education in the next fifty years.
In the training courses of the Schools
of Physical Education they have an important contribution in the curricula
content formulation and organization
of research centers. This influence
starts to be less intense starting from
1980. At that time other sports and
physical education professionals begin
to take their positions, before developed by physicians.

42

2.1
BASIC EDUCATION IN BRAZIL:
IMPORTANT EVENTS
The 2010 School Census indicated
that 51.5 million students are enrolled
in Public and Private Basic Education
in the country. Out of this total, 85.4%
are studying in public schools. In the
high schools, there was an increase in
enrollment, with 20,515 new students
enrolled, totalizing 8,357,675 million
students enrolled. In elementary education, 31 million out of it 16.7 million
are enrolled in the initial year and
14.2 million in the final year. In professional education, the numbers also
increased and the segment reached
1,140,388 enrollments. In 2010, investments in education accounted for
5% of the GDP. A result of these data
may be seen in the decline in illiteracy
rates in recent years (BRASIL, 2010).

43

Another interesting record shows

that more than 80 thousand computer labs in schools came through
the ProInfo program. In high schools,
94.3% of public schools have internet
access, and in elementary schools,
this is offered in 39% of schools in the
early years (first to fifth grade) and in
70% of schools in the final year (sixth
to ninth grade). The number of elementary schools was 194,939 and the
illiteracy rate among people over 15
years (2009) was 9.7% (BRASIL, 2010).
Today in Brazil approximately 12%
of the population is illiterate. This
means that about 22 million people
who cannot read, write, or use computers are considered illiterate. Many
countries of the South (the name given
to underdeveloped countries, which
are mostly located in the southern hemisphere) through much effort have
achieved a significant reduction, close to zero, of illiteracy rates. We can

44

mention, for instance, South Korea

and Uruguay (2%), Argentina and Cuba
(3%), Chile (4%) and Mexico (10%). As
for high school, the percentage of
adults in Brazil who completed this level is only 14%, whereas in other countries such as Malaysia, the percentage
is 21%, Chile 26% and South Korea 62%
(BRASIL, 2010).
Since 1996, the current curricula
are organized according to the National
Education Guidelines and Framework
Law (Lei de Diretrizes e Base da Educao Brasileira), no. 9394. Today the Brazilian process of schooling is complete.
Childrens education our school system
ends formally at graduation, which means in higher education. Today, proposals and contents are concerned to
satisfy, include, and integrate all students around the School Project (BRASIL, 1996). Physical Education classes,
differently from the past, and according to the article 26, should be in-

45

tegrated into school pedagogical proposal, it is part of the basic education

curriculum, and must be adjusted according to age and school population
condition, being optional in evening
courses (SO PAULO, 1985, p. 79).
From this current law, the curricula started to be seen as a whole. The
School, therefore, should be seen as a
place of information, knowledge construction, socialization and integral
development of its students. To achieve this task, all specialists, teachers,
courses, and curriculum components
must be committed to the development of theoretical/practical aspects
as well as linked to themes or transverse axes (health, environment, labor and consumption, sexual orientation, and ethics). The course planning,
teaching, and classes, including those
of physical education, must be reflected and oriented according to the students characteristics involved with

46

the School Project. Physical education

classes are offered twice a week in
schools of first and second degree with
a time of 50 minutes each. The material required for the development of
physical education classes comes from
the Federal Government in the Federal Spheres (Ministry of Education and
Ministry of Sports through educational
programs), Regional, State and Municipality (SO PAULO, 1985, p. 158).

2.2
REGULATION OF PHYSICAL EDUCATION
PROFESSIONALS IN BRAZIL
According to the Federal Council of Physical Education, since 1946
there were movements and initiatives
concerned with regulating Physical
Education profession in Brazil. This ini-

47

tiative came from Physical Education

Teachers Associations (APEFs) located
in Rio de Janeiro, Rio Grande do Sul,
and So Paulo. Together they founded
the Brazilian Physical Education Teachers Association (FBAPEF), which helped to enlarge discussions and did not
give up their goals. At the beginning of
1995, the National Movement for regulation of Physical Education Professional was launched in favor of these
professional accreditation.
The National Movement for regulation of Physical Education Professionals has increased and strengthened.
This professional category was called
on to send correspondence concerning
the undersigned in favor of regulation,
and it was granted. On September 1st,
1998, through the law no. 9696 the
Federal Council of Physical Education
was created which established the Regional Council for Physical Education

48

in Brazilian states. Since Brazilian

physical education professionals were
accredited, their field of action was
expanded and they started to work
in gym, in physical activity in general, family health program, schools,
sports, as coaches in several modalities, among others.

2.3
SCHOOL PHYSICAL EDUCATION
AND PHYSICAL EDUCATION
UNDERGRADUATES
As mentioned in previous paragraphs concerning professional physical
education regulation, it seems pretty
clear that there were two pathways
in Physical Education capacitation in
Brazil: the Bachelors of Physical Edu-

49

cation and Licensed Physical Education

Teacher1. Licensed Physical Education
professionals act preferentially at schools which follow curricula standards established by the Brazilian Ministry of
Education and the National Education
Guidelines and Framework Law.

In Brazil there are these two differences. Until

2004, there existed only the Licensed Physical
Education Professional. With new rules, in
2005, all universities had to change their
curricula and create the Bachelor of Physical
Education. The first is just licensed to work
in the primary and secondary schools and the
second can work at every level and domain,
except the elementary school.

50

Early Childhood Education is the

first stage of basic education. It has
as its aim childrens integral development up to six years old, considering
their physical, psychological, intellectual, and social aspects, complementing the family and community action.
Early Childhood Education is offered
at daycare centers, or equivalent entities, for children up to three years
old, and in preschools for children
from four to six years old. Teachers
in Early Childhood Education have a
license degree in Physical Education,
and when they work are pedagogically
in charge of children from four to six
years old. The compulsory elementa-

ry education, lasting nine years, free

in public schools, starts with children
between six and seven years old. In
elementary schools, physical education teachers teach classes twice a
week. In high schools, the final stage
of basic education lasting three years,
physical education teachers teach also
classes twice a week (BRASIL, 1996).

2.4
HIGHER EDUCATION
Courses of Physical Education in
higher education levels are linked to
universities and guided by two diverse
National Curriculum Guidelines (DCN)
that guide curriculum organization:
the National Curriculum Guidelines for
Teacher Training of Basic Education
(CONSELHO NACIONAL DE EDUCAO,
2002) and the National Curriculum

51

Guidelines for Undergraduate courses

in Physical Education in higher education. Based on these guidelines, the
degree of Licensed Physical Education
Professional should prepare the individual to act as a teacher of Basic Education. And the graduate will be trained to operate in non-school fields,
such as social and sports clubs, gyms,
and other fields that create opportunities for physical education, recreational and sports practices (CONSELHO
NACIONAL DE EDUCAO, 2004).
After these enactments, major
new reforms occurred in the curriculum of Physical Education courses. After the CNE/CP, 1/2002 Resolution,
bachelors and licensed degrees could
not exist through a common curriculum
(known as 3 +12), as formerly happened
in most educational institutions since
the 03/873 resolution. Thus, in view
of this situation, from 2002 all Physical Education Higher Education Institu-

52

tions should restructure their curricula,

having as their basis the new National
Curriculum Guidelines of the National
Board of Education (CONSELHO NACIONAL DE EDUCAO, 2006).
Today in Brazil, access to higher
education takes place in two different
ways. One way is the Unified Selection
System (Sisu) which is a Federal program whose first implementation was
in 2010, when students for federal and
state higher education institutions
were selected. Sisu selection takes
place twice a year, in the first and second half of the year. There are 101
higher education institutions participating in Sisu; including federal and
state universities, federal institutes
of education, science and technology,
totalizing 129,279 openings. To apply
to Sisu it is essential that the student
has completed the National Secondary Education Examination (Enem), as
the exam score will be used by the

53

applicant in order to request a place

at a higher education institution. The
other way is through university entrance exams by which students apply
for private and federal universities.
The scores of this exam will determine
whether or not the applicant is admitted to the university, the classification
being drawn by the higher average
overall score (BRASIL, 2011).
Following the path of Higher Education in Brazil, after attending the full
undergraduate bachelors program, the
student will have the opportunity to
attend postgraduate courses, such as
masters and doctoral levels in physical
education. There are fifteen masters/
doctoral programs and one professional
masters degree spread across five major regions in Brazil (North, Northeast,
Southeast, South and Center-West).
However, the concentration of courses
is higher in the Southeast region, followed by the South (BRASIL, 2012).

54

3
SCIENTIFIC
EVENTS AND
RESEARCH
DEVELOPMENT

One way to prepare professionals

and disseminate scientific knowledge
is through scientific events. The first
Brazilian Congress of Physical Education took place in 1925, organized in
So Paulo by Fernando de Azevedo (DA
COSTA, 1999, p. 173). In 1943 the First
Brazilian Congress of Eugenics was organized in Rio de Janeiro, with recommendations. For the good of health and
development, the Congress invited
medical professionals, in order to deepen the national culture with respect
to the bases and scientific guidance of
Physical Education, by starting with
the choice of the appropriate methods to Brazil and its climate. Besides,
the Brazilian government was urged to
open more Physical Education Universities, and to constitute the board of
the National Physical Education as an
advisory and guiding body concerning
the great eugenics problem. During
this Congress, they also proposed topics related Physical Education among

55

Brazilian people, and others (DA COSTA, 1999, p. 1777). Along this discourse, it is important to note eugenics
concerns, the search for a national
method, and the formation of a council always having medical opinion as
an endorsement.
The Brazilian Federation of Sports
Medicine founded (in the 1940s), currently known as the Brazilian Society
of Sports Medicine, was the first organization to be created for the promotion of scientific events. In its normative structure, the participation of
physical education teachers was limited. It was necessary to create another organization so that there would
be the possibility of various professionals in Physical Education and Sports
field to be egalitarian with its members. In this sense, the Brazilian College of Sports Science was created in
1978 (http://www.cbce.org.br) with
characteristics similar to the Ameri-

56

can College of Sports Science created

in 1954 (http://www.acsm. org). However, the political-scientific processes of both drifted apart.
At the beginning, the Brazilian
College of Sports Science started its
trajectory by improving its biomedical
characteristics and having some representations in the psycho-pedagogical area. After 1985, discussions took
other directions, including ideological
and political biases. Physical education professionals took over the power
of this entity by looking for greater
identity in the field. At the time, the
critique of medical power and sports
performance as represented in schools, among other things, was the stimulus of the moment. This moment was
the object of studies of different theses and papers, such as Paiva (1994),
Ferreira Neto and others (1995), and
Daolio (1997), among others. Subsequently, other scientific organizations

57

have been created, such as the Brazilian Society for the Development of
Physical Education and the Brazilian
Society of Motor Adaptation, among
others. These were in early stages of
development and did not have as great an impact as the previous ones.

58

4
RESEARCH

In the draft bill of 1929, about

the temporary course of Physical Education, based at the Military Physical
Education Center, the formation of
five laboratories was projected: a)
anatomy, physiology, and psychology;
b) biological chemistry; c) cinematography and photography; d) radiology,
and e) anthropology and human morphology. We note that the laboratories
primarily comprised biological areas
and were geared mainly for the static
person, except for the cinematography. In 1969 there was the institution
of the federal sports lottery (Legislative Decree no. 594), and therefore the determination of funding for
sports and research. That same year,
the Ministry of Education constituted
a Working Group to establish the National Plan for Sports, Physical Education, and Recreation, to be funded
by resources coming from a Sports
Lottery.

59

An important milestone in research

history was the integration of separate institutes of vocational training
in the universities. At this time there
was already a need to create postgraduate courses, a need that happened
initially at the specialist (1976),
Masters (1977), and then PhD levels.
The first courses of improvements and
sports at the University of So Paulo
had the collaboration of German professionals, due a bi-lateral agreement
between Brazil and Germany. At the
time the sports of performance was
one of the goals of the program, in
addition to the educational one.
The first three government laboratories, already established at the
time, were the Schools of Physical
Education of Rio de Janeiro, So Paulo, and Rio Grande do Sul. These laboratories developed works primarily
in area of physiology of physical effort
and anthropometry. They have recei-

60

ved funds from the federal government for their implementation and
development since 1972 (KISS, 2003).
In 1974 the Physical Fitness Laboratory
of So Caetano do Sul, currently Center of the Physical Fitness Laboratory
of So Caetano do Sul (CELAFISCS) was
created, which brings together professionals from health for the purpose of promoting research in the area
of Sports Sciences (http://www.celafiscs.org.br/).
As postgraduate courses were created, laboratories and research centers
also emerged in other places, such as
the University Gama Filho, the Federal
University of Santa Maria, the State University of Campinas, and the So Paulo
School of Medicine, among others. The
funds to support research, especially in
public universities, are obtained from
Fostering Agencies, CNPq, CAPES, Funds or Foundations of States, through
the Ministry of Sports CNESP (Centre

61

for Sports Excellence). The projects

are for certain periods and cover certain themes.
The process of sports professionalization, the commercial component,
and mass culture demanded a new
dimension in vocational training and
research. The specialization in the
area has become a requirement in the
market, for professionals like doctors,
technicians, dieticians, psychologists,
physical therapists, anthropologists
and sociologists of sports.

62

5
INCLUSIVE
PHYSICAL
EDUCATION IN
BRAZIL

The inclusion of students with disabilities in physical education classes

is an increasingly remarkable reality.
We are living in a time in which individual and collective sensitivity in
relation to human diversity provides a
greater engagement of physical education teachers with their classes and
hence contributes to the accomplishment and participation of students
with disabilities in school activities.
Throughout history, many social
programs were denied to people with
disabilities and, among them, school
environments, especially in physical
education classes This presents itself
as a forum to celebrate bodily differences and also offering the opportunity to reframe, strengthen and promote values and expressions that can
perpetuate the expression of identities, thus contributing to the promotion, enhancement, and protection of
the culture and law of Brazilian citi-

63

zens. Inclusive education is conceptualized as a process that should eliminate barriers that limit the presence,
learning, and participation of people
with disabilities in society. However,
mistaken conceptions of disability are
still part of social imagination, which
generates serious attitudes of exclusion (BISSOTO, 2013).
Understanding the real need for
change in this framework, specialized educational rules were created.
They were guided by the National
Education Guidelines and Framework
Law (LBD) and the National Policy on
Special Education in the Perspective
of Inclusive Education (Ordinance no.
555/2007), as well as the Laws 10,048
and 10,098 (2000), which established
general rules and basic criteria to
promote accessibility and inclusion
of people with disabilities in social,
cultural, and educational contexts.
Traditionally, regular classes are or-

64

ganized and planned by assuming that

students are homogeneous, which leaves disabled students with limited rights to effective participation in the
proposed activities (ECHEITA, 2009).
Moreover, education as mediating
body is, at the same time, the exercise of a right and the possibility of
extending access to other fundamental rights. In this perspective, Physical
Education as a curriculum component
of basic education is not indifferent to
the movement of Inclusive Education.
As an integral part of the curriculum
proposed by schools, this discipline
constitutes aids to the process of sportive and school inclusion. Sports and
physical activities for people with disabilities have increased sharply since
the 1980s. Events, publications, and
government actions have been performed marking this growth period.
The presence of people with disabilities in the school system is a ri-

65

ght to equal opportunities and social

participation ensured to the individual
(AMARAL et al., 1998, p. 3). However,
it is not only about ensuring the right
of access or recognizing the right to
equal opportunities. It is necessary
for the creation of distinct and appropriate pedagogical alternatives that
equalize the conditions of people who
are disabled in comparison with those
who are not, and beyond that, it is necessary to ensure and provide conditions for their permanence in schools
successfully. It implies the possibility
of enjoying the necessary conditions
offered to other students in the institution.
Historically, many actions have
been developed in the search for a
more inclusive physical education. We
can cite as an example the National
Campaign for Education of the Blind,
the National Campaign for Education
and Rehabilitation of the Mentally

66

Handicapped, the National Center for

Special Education, and the First National Plan for Special Education. However, the driving force for school physical education activities occurred from
the Campaign for Sports for All (EFA)
(BRASIL, 1983).
Many political and educational inclusion actions have been implemented in recent decades. And as a result
of this process, in April 2008, the final
plenary of the National Conference of
Basic Education approved the construction of an inclusive system of education, proposed and defended as the
Ministry of Education policy, and rejected the proposal for continued provision of schools and special classes to
replace the schooling. With the aim of
contributing to improve teachers and
students training, it was established
in 2008 by the Department of Special
Education (SEESP/MEC), the National
Network for Continuing Teacher Edu-

67

cation. This program consists of 16

public institutions of higher federal
and state education, offering training
courses in Special Education at a distance, in order to meet the national
demand for teachers of municipal and
state elementary education. Out of
these institutions, only one of them
offers the training course for the Physical Education field.
The School Census MEC/INEP 2009
pointed out that Brazil had 1,572,000
teachers in primary education and
only 66,529 had training in the area
of Special Education. In order to alleviate this situation, the establishment
of a Training Network was created to
complement the Program for Continuing Teacher Education in Special
Education, composing the actions of
the Development Plan for Education
effected in cooperation with school
systems. Their aim is to enhance teacher training for school organization,

68

in line with Special Education National

Policy in the Perspective of Inclusive
Education of 2008.
In 2012, the SEESP expanded their
goals in regard to their public politics.
They became the current Department
for Continuing Education, Literacy, Diversity, and Inclusion (SECADI), maintaining and expanding the above program. In general, in recent years, it
is undeniable that it is increasing citizens access to schools, whether public or private. The data from the last
school census for the year 2011 showed a steady increase in enrollment in
regular schools of disabled students.
Thus, while in 2010 there was an enrollment of 702,603, in 2011 there was
a 7% increase in this number, reaching
752,305 students. On the other hand,
in special schools there was a decrease of 11.2% in the number of students,
evidencing a possible successful inclusion policy in the Brazilian basic edu-

69

cation, at least with regard to the access of students to schools INSTITUTO

NACIONAL DE ESTUDOS E PESQUISAS
EDUCACIONAIS ANISIO TEIXEIRA, 2011).
In primary education, the enrollment of 30,358,640 is distributed as it
follows: 68.1% of enrollments are in the
early years of municipal schools, and
17.6% in state schools, leaving 14.3%
in private schools. The situation is reversed in the final years, when most of
the enrollment, 48.8%, is connected to
state schools and 38.5% with municipal
schools. Private schools have the minority of 12.6% (BRASIL, 2011).
In high school, there were
8,400,689 students enrolled in 2011,
0.5% more than in 2010. In this case
the distribution of enrollment gives
the state schools 85.5%, and to the
private schools 12.2% and to the federal and municipal schools a little more
than 2% each (BRASIL, 2011).

70

In adult and youth education,

our data showed that 3,980,203 were
enrolled in 2011, and out of this total, 2,657,781 (67%) are in elementary school and 1,322,422 (33%) in high
school. Municipal schools surpass enrollments in primary education, and
state schools in high schools, following
the same trend of regular education
(BRASIL, 2011).
As a consequence of inclusive development of basic education, access
for people with disabilities to higher
education has also expanded significantly. The inclusion of disabled people in higher education seeks to assure them the right to participate in
the community with others and to
give them opportunities for personal,
social and professional development.
For the fulfillment of this right, higher education institutions are trying
to provide services and accessibility
resources that ensure the full partici-

71

pation of students. Consequently, they

have been expanding studies and research on these issues that can give a
boost to inclusion. Due to the breadth
of content and the presence and participation of people with disabilities in
various fields of education, sports, and
culture, research on Inclusive Physical
Education and disability is included
both in the area of Natural Sciences,
covering mainly scientific basis to support pedagogical practice, and in the
field of Humanities and Social Sciences.
After our mapping of the quantitative-descriptive nature of publication
of journal articles located in extracts
B1, B2, B3, B4 and B5, according to
Area 21 (Physical Education), Qualis
Capes, concerning the period 20102012, we have observed that there is
a significant proliferation about disability issues in general.

72

Table 2 Number of works per category and percent in relation to total production
(2000 2012)
Categories

Number of works (2000 2012)

Percent in relation to total

production (2000 2012)

Inclusion (C1)

51

0.41

Inclusive physical education (C2)

41

0.33

Disability (C3)

469

3.82

Inclusive education (C4)

236

1.92

Accessibility (C5)

11

0.09

Adapted sports (C6)

48

0.39

Physical activity and disability

(C7)

54

0.44

TOTAL

910

7.43

Source The authours (2014).

The prevalence and distribution in

periodicals, in studies on Disability categories (n = 469) are concerned with
these people and their special needs
in different contexts. Concerning the
concentration of work on Inclusive
Education (n = 236), this reflects the
specificity of some journals on this
subject.

73

Figure shows the relationship between the percent of publications within each category.
Shart 1 Paper distribution according to categories from 2000 to 2012.

Source The authours (2014).

As it can be seen, disability issues

predominate significantly in relation
to other issues, and at the same time,
they are inserted into nearly every

74

other category, because most publications were found articulating disability questions.
The results of this study demonstrate that the intersection between
themes related to Inclusive Physical
Education has been recurrent in media
of scientific knowledge dissemination
in the Physical Education domain.

6
FINAL CONSIDERATIONS
Physical Education and Sports institutionalization processes had different periods. It began in the nineteenth
century with the first doctors dealing
with maternal and child health, and in
the early twentieth century with the
search for methods in physical education, and in the mid-twentieth century
with the establishment of Schools of

75

Physical Education and, finally, from

the 1970s with the creation of research
centers, graduate programs and organization of scientific events.
As we could see at the beginning
of this paper, hygienic, moral, nationalistic, sexist, and eugenic arguments
were the basis for the development of
physical education and sports in Brazil.
The interrelationships of socio-economic and political factors in the early
twentieth century provided a greater
eclecticism and lower information resistance, which allowed the entrance
of diverse European methods of gymnastics and sports, and later those of
North-Americans. Professional training
to work in the areas of Physical Education, Sports and Sports Medicine, both
of military and civil citizens, required efforts for the creation of Schools
of Physical Education, Specialization
Courses and Research Centers. In the
late 1970s it started as a specialization

76

course, a place of excellence for professional training. Sports professionalization has brought a greater demand
for sports scientist specialization.
Access to an inclusive educational
system at all levels requires the adoption of specific support measures to
ensure the accessibility conditions necessary for the full participation and
empowerment of disabled students
in environments that maximize their
academic and social development.
Inclusive Physical Education has
prioritized another meaning of the
body. It prevails in its activities the
pursuit of the individual, towards a
more collective Physical Education. In
this perspective, the body ceases to
be a more focused understanding on
its biological dimension and starts to
value the possibilities of movement
and social interaction.

77

Educational objectives are being

established according to the abilities
of each student. Teachers, normally
accustomed to an individualistic work,
are called into this context, and to
question themselves about their priorities as educators and the ways that
they prioritize.
Physical activities and sports for
people with disabilities offer a forum
to celebrate bodily differences of the
Brazilian people, providing for them
the opportunity to recover, strengthen, and promote values and expressions that perpetuate the expression
of their identity, and also contributing
to the promotion, enhancement, and
preservation of Brazilian culture and
human rights.

78

RESUMEN

Las races de la Educacin Fsica en

el pas tuvieron su origen en el siglo
XVIII. El desarrollo de esta rea se
produjo en un proceso entrelazado
con socio-cultural y poltico, del pasaje desde Brasil a Colonia Repblica.
La bsqueda de la identidad nacional,
la formacin geopoltica del pas influy en la creacin de las Escuelas
de Educacin Fsica, la introduccin
de mtodos europeos y, ms recientemente, los asitico-americanos. La
formacin de profesionales en el rea,
el desarrollo de centros de investigacin, el apoyo gubernamental, los deportes profesionales son tratados en
el texto. Desarrollo de la Educacin
Fsica y el Deporte estaban relacionados entre s de maneras, pero con sus
propias caractersticas y ambos producen y reproducen los valores vigentes en el momento el texto se hacen
algunas referencias al deporte por la
influencia que ha tenido en la zona y
ser una prctica constante en las es-

79

cuelas. La infraestructura deportiva

requiere ubicacin adecuada, el presupuesto, la seleccin de los mejores,
entre otros. La educacin inclusiva es
una referencia reciente en el pas. Ha
habido avances en la legislacin, la
produccin cientfica, en las escuelas,
pero todava hay necesidad de una
mejor infraestructura, capacitacin
de personal y superar los prejuicios.
Palabras-clave: Educacin Fsica en
Brasil. Programas para la poblacin.
Inclusin Social.

80

RESUMO

As razes da Educao Fsica no pas

tiveram sua origem no sculo XVIII.
O desenvolvimento desta rea ocorreu num processo entrelaado com
mudanas scio-culturais e polticas,
da passagem do Brasil Colnia para
Republica. A busca de identidade nacional, formao geopoltica do pas
influenciaram a criao de Escolas de
Educao Fsica, introduo de mtodos europeus, americanos e mais
recentemente asiticos. A formao
de profissionais na rea, desenvolvimento de centros de pesquisas, apoio
governamental, profissionalizao do
esporte so temas tratados no texto.
O desenvolvimento da Educao Fsica
e do Esporte ocorreram de maneiras
interrelacionadas, mas com caractersticas prprias e ambos produzem
e reproduzem os valores vigentes da
poca No texto faremos algumas referncias ao esporte pela influencia
que teve na rea e por ser uma prtica constante nas escolas, assim como

81

programas de atividade fsica para a

populao. A estrutura esportiva exige local apropriado, verba, seleo
dos melhores, entre outros. A Educao inclusiva uma referencia recente no pas. Houve avanos nas leis, na
produo cientfica, nas escolas, mas
ainda h necessidade de melhor infra-estrutura, formao de pessoal e superar preconceitos.
Palavras-chave: Educao Fsica no
Brasil. Escola. Programas para populao. Incluso Social.

82

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Belgium: a world of differences? In: CONFERENCE INTERNATIONAL SOCIETY
FOR COMPARATIVE PHYSICAL EDUCATION AND SPORTS ISCPES, 11., Kuleuve,
Belgium, 1998. Apresentao Oral.
SASSAKI, R. K. Incluso: construindo uma sociedade para todos. Rio de
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SCHMIDT, R. A. Motor learning & performance: from principles to practice.
Champaign: Human Kinetics,1991.
TUBINO, M. G. As qualidades fsicas na educao fsica e nos esportes. Rio de
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do esporte e o universalismo olmpico. 1996. Tese (Doutorado)FEF-UNICAMP,
Campinas, SP, 1996.

89

GESTION E INVESTIGACIN
EN ORGANIZACIONES
ACADMICAS DEEDUCACIN
FSICA Y DEPORTE
Rosa Lpez de DAmico*
Walter Ho**
Tansin Benn***
Maria Dinold****
Branislav Antala*****

Coordinadora del Comit Internacional

de Pedagoga del Deporte. Universidad
Pedaggica Experimental Libertador
Venezuela e-mail: rlopezdedamico@yahoo.
com.
** Vicepresidente de ICSSPE y Pesidente de
ISCPES. Universidad de Macao China.
*** Presidenta de IAPESGW. University of
Plymouth Inglaterra.
**** Vicepresidenta de IFAPA. Universidad de
Viena Austria.
***** Vicepresidente de FIEP Europa. Universidad
de Comenius in Bratislava Eslovaquia.

91

RESUMEN

El trabajo resume la gestin que realizan algunas organizaciones acadmicas en materia de Educacin Fsica,
Deporte, Recreacin y Actividad Fsica. Esto con la finalidad de divulgar
informacin acerca de espacios en
donde se promueve y que desarrolla
investigacin y contribuyen a la conformacin de redes de expertos en las
diferentes sub-reas que existen en
el estudio de la educacin fsica, salud, deporte, recreacin y danza. Son
muchas las organizaciones acadmicas existentes no obstante se decidi
presentar una de las organizaciones
ms ampliamente conocidas a nivel
internacional reconocida por la UNESCO, el Comit Olmpico Internacional,
el Comit Olmpico Internacional y
la Organizacin Mundial de la Salud.
Especficamente se centra en el Consejo Internacional para la Ciencia del
Deporte y la Educacin Fsica (ICSSPE
- lnternational Council for Sport Science and Physical Education) y uno de

93

sus grupos de trabajo como lo es el

Comit Internacional de Pedagoga del
Deporte (ICSP). Igualmente se hace
breve mencin al trabajo que realizan las organizaciones: FIEP, IAPESGW,
AIESEP, IFAPA, ISCPES y ICCE, organizaciones estas que tienen una alta credibilidad a travs de sus diversas publicaciones y actividades a nivel global.
En Latinoamrica es poco conocida la
amplia gama de organizaciones acadmicas a nivel mundial relacionadas
con la cultura fsica. En muchas de
ellas la participacin de latinoamericanos es limitada y por ende las investigaciories que se desarrollan en la
regin. Entendemos que la principal
variable es el desconocimiento y la
falta de conexiones entre las universidades e institutos de educacin con
las mismas. No obstante este escrito
aspira a contribuir a que se expanda
el conocimiento y en particular a los
que trabajan en la educacin fsica y
el deporte conozcan las organizacio-

94

nes acadmicas que agrupan el mundo

de la investigacin en estas reas del
conocimiento
Palabras-claves: Organizaciones profesionales. Educacin Fsica. Deporte.
Investigacin.

95

1
INTRODUCCIN

La investigacin es una actividad

que se realiza de manera individual o
grupal, pero que debe estar conectada con redes u organizaciones locales
(institutos, universidades), nacional
(asociaciones, federaciones, ministerios) y a nivel internacional. Esta conexin con diversos escenarios adems que permite la visualizacin de
los trabajos de investigacin, permite
a su vez darle validez al trabajo que
se realiza porque esta siendo confrontado con pares acadmicos de la
disciplina. Esto a su vez nos permite
avanzar en el conocimiento y generar
nuevas investigaciones y posibilidades
de intercambio y extensin. Por lo general la investigacin se inicia en la
ctedra o laboratorio y de all se parte
para ese intercambio con diversos pares acadmicos.
Hay diversas experiencias que nos
sealan cmo, a partir de una lnea
de investigacin, se han generado di-

97

versos trabajos (ARANGUREN, 2008;

RAMIREZ, 2003) o nos explican la importancia de la creacin de un grupo que se conforme en una lnea de
investigacin que trabaje en un rea
en particular (ARNEZ, 2006; DAZ,
2005), o nos ind ican la importancia de
trabajar en conexin con otros organismos (MAYZ; PREZ, 2002). Dependiendo de la cultura o pas hablamos
de una lnea de investigacin o rea
y posteriormente de grupos, ncleos
o centros de investigacin. El realizar
trabajos de investigacin con diversos
pares acadmicos permite maximizar
las posibilidades de investigacin en
diversas reas y de proyectar el trabajo que realizamos. Para lograr esto, es
necesario conocer quines trabajan en
nuestra rea de conocimiento/investigacin a nivel local, nacional e internacional. Las organizaciones acadmicas existentes, en particular aquellas
que tienen un sistema de membresa
y/o publicaciones reconocidas consti-

98

tuyen una de las vias a travs de las

cuales podemos ubicar quines son
nuestros pares acadmicos y de esta
manera estar al da en materia de investigacin y tendencias en nuestra
rea particular.
Este trabajo se enfoca en las organizaciones acadmicas que existen
a nivel internacional relacionadas con
el rea de la actividad fsica que abarcan: Educacin fsica, deporte, recreacin y activad fsica. Se mencionan
algunas porque sera imposible en tan
poco espacio hacer referencias a todas. Se profundiza especificamente en
el Consejo Internacional de Ciencias
del Deporte y la Educacin Fsica,
(ICSSPE por sus siglas en ingls) en virtud de su gran nmero de miembros y
su reconocimiento ante la UNESCO, la
Organizacin Mundial de la Salud, el
Comit Olmpico Internacional (COI),
y el Comit Paralmpico Internacional.
Tambin se describe el trabajo que re-

99

aliza el Comit Internacional de Pedagoga del Deporte, y se hace mencin

a las organizaciones que lo conforman.
En diversos pases es poco conocida la amplia gama de organizaciones
acadmicas a nivel mundial relacionadas con la actividad fsica. La ICSSPE
son hoy en da es la organizacin que
cubren mayor diversidad en cuanto a
reas de la actividad fsica, debido a
que es una organizacin de organizaciones. Es un ente que agrupa diversas
organizaciones internacionales especializadas y nacionales en reas del
conocimiento de la actividad fsica.

100

2
ICSSPE

El Consejo Internacional para la

Ciencia del Deporte y la Educacin
Fsica (International Council of Sport
Science and Physical Education ICSSPE) fue fundado en Pars en el ao 1958.
Es una organizacin internacional que
alberga diferentes disciplinas de la
ciencia del deporte y el desarrollo en
el campo de la educacin fsica y deporte; se ocupa de las facetas del deporte en combinacin con la ciencia,
la formacin, la educacin, la cultura,
la salud (INTERNATIONAL COUNCIL OF
SPORT SCIENCE AND PHYSICAL EDUCATION, 2001). Su objetivo principal es
reforzar la cooperacin internacional
y fomentar la relacin y el trabajo en
redes internacionales en virtud de que
fomenta: comprensin cientifica del
movimiento y el deporte; educacin y
calidad de vida, salud, actividad fsica
y valores positivos del deporte. Tienen
aproximadamente entre sus miembros
300 organizaciones e instituciones
(INTERNATIONAL COUNCIL OF SPORT

101

SCIENCE AND PHYSICAL EDUCATION,

2007), adems de su Comit Ejecutivo
tiene la asamblea general de los miembros a la cual asisten los presidentes
de organizaciones acadmicas asociadas o su representante, los cuales son
los encargados de aprobar las decisiones y propuestas del comit ejecutivo.
Tiene a su vez el Comit Internacional
de Pedagoga del Deporte (ICSP), el
Comit Editorial y la reunin de asociaciones. La pgina web es bastante
amplia y se encuentra su boletn de
noticias, publicaciones (algunas gratis
y otras a las que pueden acceder solo
los miembros), eventos, declaratorias
entre otras informaciones, la direccin
es www.icsspe.org. Esta organizacin
histricamente ha participado en la
organizacin de los congresos Preolmpicos desde sus inicios en el ao 1964,
el cual se realiza cada cuatro aos una
semana antes de los Juegos Olmpicos
en el mismo pas sede de la Olimpiada
pero no en la misma ciudad. A partir

102

de la edicin del 2008 se comenz a

denominar ICSEMIS (Olimpiadas de Beijing el congreso fue en Guangzhou))
y se comparte la responsabilidad de la
organizacin entre el Comit Olmpico
Internacional (COI), Comit Paralmpico Internacional (IPC) y la Federacin
Internacional de Medicina del Deporte
(FIMS). El ltimo congreso ICSEMIS se
realiz en la ciudad de Glasgow Reino Unido del 17 al 21 de julio, 2012,
es una experiencia nica pues estn
presentes representantes de mltiples
organizaciones acadmicas y una gran
variedad de reas temticas relacionadas con el deporte, la educacin flsica,
la recreacin, actividad fisica estudiados desde diversas reas del conocimiento, e.g., desde medicina hasta
lingstica, o desde la sociologa hasta
la fsica.
El ICSSPE tiene organizaciones internacionales afiliadas de carcter
acadmico, profesional y deportivo. A

103

travs de su pgina web, boletines, circulares, libros (Serie Perspectivas; Sport

Science Studies; Sharing Good Practice), material en CD, memorias de eventos, mantiene informados a sus miembros adems de los seminarios, jornadas
y conferencias. La ICSSPE supervisa la
puesta en prctica de las decisiones
acordadas en la MINEPS 111/IV (Conferencia Internacional de Ministros y Representantes Oficiales Gubernamentales Responsables de la Educacin Fsica
y Deporte) relacionadas con el desarrollo de la Educacin Fsica y Deporte.
Est reconocida por la ONU, UNESCO, el
COI, la Organizacin mundial para la Salud (OMS), Agencia Mundial Antidopaje
(AMA) y la Federacin Internacional de
Medicina Deportiva (FIMS).
ICSSPE clasifica sus miembros en
cuatro categoras:
a) Organizaciones gubernamentales y
no gubernamentales que estn re-

104

conocidas en sus naciones por ser

organizaciones centrales y de gran
impacto responsables de la educacin fsica, deporte y ciencia del
deporte (ej. Ministerios, Comit
Olimpico).
b) Organizaciones internacionales que
trabajan para unificar, coordinar y
promover actividades en el rea
de la educacin fsica, deporte y
ciencia del deporte y recreacin.
Se encuentran federaciones deportivas internacionales, organizaciones culturales, artstica y cientficas que tengan un inters en la el
deporte y la educacin fsica.
c) Organizaciones gubernamenales y
no gubernamentales de carcter
nacional, excluyendo los de la categora A.
d) Institutos, Escuelas de Educacin
Superior, Centros de Investigacin

105

en las reas de ciencias del deporte y la educacin fsica.

Las organizaciones internacionales
(que abarcan varios continentes) en su
gran mayora utilizan el idioma ingls
para comunicarse. A continuacin se
mencionan algunas de las 300 organizaciones para que el lector tenga una
idea de la diversidad que agrupa ICSSPE, no obstante para profundizar puede indagar directamente en la pgina
web:
1 lnternational Society for Comparative Physical Education and Sport
(ISCPES).
2 Federacin Internacional de Educacin Fsica (FIEP).
3 Asociacin Internacional de Educacin Fsica y Deporte para Nias y
Mujeres (IAPESGW).

106

4 Federacin Internacional para la

Educacin Fisica Adaptada (IFAPA).
5 Association lnternationale des Ecoles Superieures dEducation Physique (AIESEP).
6 Federacin Internacional de Educacin Fisica (FIEP).
7 lnternational Association for Sport
and Leisure Facilities (IAKS).
8 Asociacin Internacional de Informacin Deportiva (IASl).
9 Consejo Internacional para la Educacin de Entrenadores (ICCE).
10 Comit Paralmpico Internacional.
11
Sociedad Internacional para el
Avance de la Kinantropometra
(ISAK).

107

12 Sociedad Internacional de Historia de Educacin Fsica y Deporte

(ISHPES).
13 Sociedad Internacional de Psicologa del Deporte (ISSP).
14 Asociacin Internacional de Sociologa del Deporte (ISSA).
15 Asociacin Internacional de Prensa
Deportiva (AIPS).
16 Trim and Fitness International Sport
for All Association (TAFISA).
17 Women Sport lnternational (WSI).
18 Federacin Internacional de Medicina Deportiva (FIMS).
19 Asociacin Europea de Gerencia
Deportiva (EASM).

108

Uno de los aportes bien importante recientes de ICSSPE es el directorio Directory of Sport Science el cual
es un libro que contiene informacin
de diversas reas relacionadas con la
educacin fsica, deporte, actividad
fsica y recreacin. Esta escrito por un
grupo de autores que provienen de las
diversas organizaciones acadmicas y
que adems actualiza acerca de las
investigaciones y recursos en el rea.
Para finalizar, no se puede dejar
de mencionar que existen otras organizaciones que no son miembros de
ICSSPE y que tambin realizan un trabajo acadmico, e.g.:

Asociacin Norteamericana de
Gerencia Deportiva (NASSM).

Asociacin de Australia y Nueva Zelanda de Gerencia Deportiva (ANZSMA).

109

Consejo Internacional de la
Danza (CID).

International Council for Health, Physical Education, Recreation, Sport and Dance
(ICHPER-SD).

2.1
COMIT INTERNACIONAL DE
PEDAGOGA DEL DEPORTE
El Comit Internacional de Pedagoga del Deporte (ICSP por sus siglas
en ingls International Committee
for Sport Pedagogy) es un grupo de
trabajo de ICSSPE el cual comparte su
visin; es un cuerpo asesor de ICSSPE. Fue establecido en 1984 con cinco
organizaciones miembro de ICSSPE, a
saber: FIEP Federacin Internacional
de Educacin Fsica; IAPESGW Aso-

110

ciacin Internacional de Educacin Fsica y Deporte para Mujeres y Nias;

IFAPA Federacin Internacional de
Actividad Fsica Adaptada; ISCPES
Sociedad Internacional de Educacin
Fisica y Deporte Comparado; y AIESEP Asociacin Internacional de Escuela Superiores en Educacin Fsica
(DINOLD; KOLB, 2008). En el ao 2011
se incorpor a este grupo de trabajo, previa invitacin, el ICCE Comit
Internacional para la Excelencia en
Entrenamiento. Entonces a partir del
2011 el ICSP est conformado por seis
(6) organizaciones acadmicas; cada
una de ellas puede estar representada
con un mximo de tres miembros. Por
lo general uno de esos miembros es el
presidente o presidenta de la organizacin y los otros dos son seleccionados por las organizaciones mismas. La
coordinacin de este comit es de carcter rotativo, hasta el ao 2008 era
cada dos aos cuando se cambi para
cada cuatro aos. La rotacin se hace

111

entre las organizaciones miembros,

quienes nominan a su representante
para ser el coordinador. Por ejemplo
para el periodo 2008-2012 correspondi a ISCPES quin design a la autora
(Rosa Lpez de DAmico) a ser la coordinadora de ICSP. El presidente actual
de ISCPES es el vicepresidente para
educacin de ICSSPE. Para el periodo
2013 - 2016 le corresponde a FIEP coordinar ICSP.
El ICSP tiene cinco grandes dimensiones de trabajo:

112

Desarrollo del deporte.

Educacin fsica y deporte de

calidad.

Enseanza de la educacin fsica.

Desarrollo de la salud y la
educacin.

Desarrollo profesional en educacin fsica y deporte.

Especficamente la direccin y
reas de trabajo se desglosan en:

Formacin de profesores y
formacin pre-profesional.

Mujeres y nias en deporte;

mujeres islmicas y deporte,
aspectos de gnero; oportunidades internacionales para
la participacin de mujeres y
nias musulmanas en actividad fsica.

Movimiento de mujeres y el
seguimiento a los signatarios
de la Declaracin de Brighton.

Estudios acerca de la inclusin

en educacin fsica; inters
especial en la utilizacin de
la educacin fsica adaptada

113

para la equidad de los derechos humanos para que las

personas con discapacidad
puedan participar en ejercicios, recreacin y deporte.

114

Estudios en educacin fsica

y deporte entre culturas, naciones y de carcter interdisciplinario.

Banco de datos para trabajos

comparados y bases para anlisis comparativos, estudios
metodolgicos en educacin
fsica, enseanza y tareas,
educacin en deporte y desarrollo, gerencia en la escuela y
polticas en la escuela.

Desarrollo de la educacin fsica en la escuela y el deporte

en las regiones y apoyar en el
establecimiento de una red
de instituciones en cada pais.

Colaborar en el monitoreo a
la educacin fsica en la escuela y deporte en todas las
regiones.

La situacin de la educacin
fsica en la escuela estdio
cada cinco aos.

En cuanto a las publicaciones,

ICSP no tiene una publicacin nica,
pues es una comisin de apoyo a ICSSPE que adems tiene un comit editorial. Entonces las publicaciones son:
Serie de libros, propuestas, boletn de
ICSSPE, serie de las asociaciones, revistas arbitradas de las organizaciones
miembros de ICSP, publicaciones que
solicite el comit editorial de ICSSPE.
El trabajo acadmico comprende
solicitudes a ICSSPE u otras organizaciones el apoyo para investigaciones,
proyectos de desarrollo y revisiones.
Adems tiene la tarea de desarrollar

115

orientaciones para organizaciones nacionales, revisar y recopilar las declaraciones existentes de organizaciones,
como por ejemplo: EUPEA, AEHESIS,
ICHPER.SD etc. Hacer seguimiento a
trabajos, acuerdos o declaratorias de
conferencias como UNESCO Dakar.
Atencin especial en aspectos como:
mujeres y nias, gnero, equidad e
igualdad, inclusin, y hbito de ejercicios frecuentes a lo largo de la vida.
Adems se realiza trabajo cooperativo entre las organizaciones miembros de ICSP a travs de: compartir
buenas prcticas, publicaciones, conclusiones de eventos regionales y nacionales, apoyo con diseminacin de
informacin a travs de la web, asistir
a conferencias y seminarios, contribucin con el simposio ICSP para ICSEMIS,
apoyo en las responsabilidades que le
tenga ICSSPE en materia de las cinco
dimensiones y reas de trabajo. Esto
se evidencia en el apoyo a ICSSPE en

116

representacin durante las conferencias de la UNESCO, as tambin ante

otras organizaciones como: Comit
Olmpico Internacional (COI), Comit
Paralmpico Internacional (CPI), Asociacin General de Federaciones Deportivas Internacionales (GAISF), Asociacin Europea de Educacin Fsica
(EUPEA), Asociacin Internacional de
Deporte y Cultura (ISCA), Fondo de Naciones Unidas para la Mujer (UNIFEM),
Fondo de las Naciones Unidas para la
Infancia (UNICEF), Comit lntergubernamental para la Educacin Fsica y el
Deporte (CIGEPS), Asociacin Internacional de Deporte para Todos (TAFISA)
y otras redes.
ICSP adems examina propuestas
y reportes de sus miembros, asociaciones, presidente y vicepresidente
de ICSSPE. Desde el ao 2007 viene
desarrollando una declaratoria a favor
de la educacin fsica que debe salir
en mltiples idiomas para la divulga-

117

cin en el ltimo trimestre del ao

2012 y ser presentada ante la prxima reunin de ministros y autoridades
en educacin y deporte MINEPS V en
BerUn 2013. Igualmente se est trabajando en los criterios (benchmark)
para una educacin fsica de calidad.
ICSSPE tiene la gran responsabilidad
de ser la organizacin acadmica que
est encargada del programa cientfico de esta importante reunin.
A continuacin mencionaremos
brevemente informacin de las organizaciones que conforman ICSP.

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2.1.1
La Federacin Internacional de
Educacin Fsica

(FIEP Federation International

dEducation Physique) fundada en 1923
es la organizacin internacional ms antigua que trata de Educacin Fsica. Su participacin ha sido clave en la elaboracin
del Manifiesto Mundial de la Educacin Fsica en la dcada en 1970 y firm el nuevo
manifiesto en el ao 2000. Anualmente se
celebra en el mes de enero el congreso de la regin latinoamericana en Foz
do lguazu Brasil. Tiene su publicacin
que es enviada a los afiliados y que se
encuentra en tres idiomas. Ha realizado
congresos en su larga historia en todos
los continentes, pero es de destacar que
su mayor presencia la tiene en los paises
de Amrica Latina y Europa. Ms informacin puede ser encontrada en las siguientes pginas web: <www.fiepbrasil.
org> y <www.fiepeuropeu.eu>.

119

2.1.2
Asociacin Internacional de
Educacin Fsica y Deporte para
Mujeres y Nias
(IAPESGW International Association for Physical Education and Sport
for Girls and Women). Fue fundada en
1949 con el fin de proporcionar la oportunidad a mujeres profesionales de la
educacin fsica para que compartan,
entre ellas, sus ideas, mtodos, programas, problemas, y soluciones. Su
misin es: a) Facilitar el crecimiento
y el desarrollo en las reas de educacin fsica, deporte, actividad fisica y
danza a travs de redes y contactos
globales; b) Proveer experiencias educacionales y profesionales, incluyendo
oportunidades de investigacin con el
fin de presentar evidencias sustentadas en pro del desarrollo del liderazgo;

120

c) Suministrar experiencias educativas

y profesionales en y a travs del desarrollo liderazgo. Entre sus objetivos tiene: a) Reunir acadmicos y estudiantes
interesados en trabajar para mejorar la
posicin de las nias y mujeres en los
campos de educacin fsica, deporte y
actividad fsica en muchos pases del
mundo; b) Representar los intereses de
nias y mujeres en todos los niveles y
reas de educacin fsica, deporte y
actividad fsica; c) Reforzar redes y
contactos internacionales; d) Financiar oportunidades para la discusin
de desafos comunes que contribuyan
con un mejor funcionamento; e) Promover intercambios de personas e ideas entre pases; f) Propiciar la investigacin en educacin fsica, deporte y
actividad fsica para nias y mujeres;
g) Cooperar con otras asociaciones y
agencias que trabajen para promover
los intereses de nias y mujeres en
educacin fsica, deporte y actividad
fsica; h) Promover el desarrollo del

121

liderazgo alrededor del mundo. Realiza congresos mundiales cada cuatro

aos, y hasta ahora se han realizado
en: 1949 Copenhague; 1953 Pars;
1957 Londres; 1961 Washington;
1965 Koln; 1969 Tokio; 1973 Tehern; 1977 Ciudad del Cabo; 1981
Buenos Aires; 1985 Warwick; 1989
Bali; 1993 Melbourne; 1997 Lat;
2001 Alejandra; 2005 Edmonton;
2009 Stellenbosch. En el 2013 el congreso se realizar por segunda vez en
su historia en Latinoamrica en La Habana Cuba. Mayor informacin puede
obtenerse por su pgina web <http://
www.iapesgw.org>.

122

2.1.3
La Asociacin Internacional de
Educacin Fsica en Educacin
Superior
(AIESEP Association Internationale des Ecoles Superieures dEducation
Physique) fue creada en 1962 en Lisboa, Portugal. Tiene como propsitos:
promover y contribuir al desarrollo de
futuros especialistas e investigadores
en el rea de la educacin fsica y deporte; realizar investigaciones cientficas, preparacin personal y prctica
en educacin fsica y deporte; organizar eventos cientficos y espacios para
divulgar informacin, apoyan consultas a organizaciones o instituciones
nacionales en el rea de la educacin
fsica y deporte. Mayor informacin
puede obtenerse es: <http://www.
aiesep.ulg.ac.be>.

123

2.1.4
La Federacin Internacional de
Actividad Fsica Adaptada
(IFAPA International Federation
of Adapted Physical Activity) creada
el 1973 en Quebec Canad. Es una
organizacin profesional internacional e interdisciplinaria de individuos
u organizaciones preocupadas con la
diseminacin y promocin de conocimiento acerca de la actividad fsica
adaptada, deporte para personas con
discapacidad y otros aspectos del deporte, movimiento y ciencia del ejercicio para personas con capacidades
diferentes que requieran adaptacin
para permitir la participacin. Tiene
sus publicaciones regulares y revista
arbitrada, adems de representantes
en las diversas regiones del mundo.
Realiza congresos bianuales y adems
congresos en las diversas regiones en

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donde se han estructurado en organizaciones acadmicas, ej. NAFAPA (Federacin de Actividad Fsica Adaptada
de Norteamrica). Mayor informacin
puede obtenerse en su pgina web:
<http://www.ifapa.biz>.

2.1.5
La Sociedad Internacional de
la Educacin Fsica y Deporte
Comparado
(ISCPES Internacional Society for
Comparative Physical Education and
Sport) fue fundada en 1978 en el Primer Seminario Internacional en Educacin Fsica y Deporte Comparado
que se realiz en el Instituto de Educacin Fsica Wingate en Israel. Desde ese momento las conferencias se
han realizado cada dos aos: Halifax

125

 Canad (1980); Minneapolis, Estados

Unidos de Amrica (1982); Malente I
Kiel, Repblica Federal de Alemania
(1984); Vancouver, Canad (1986),
Hong Kong (1988), Bisham Abbey, Gran
Bretaa (1990); Houston, Estados Unidos de Amrica (1992); Praga, Repblica de Checa (1994); Tokio, Japn
(1996); Leuven, Blgica (1998); Maroochydore, Australia (2000); Windsor, Canad (2002); Toronto, Canad
(2004); Melbourne, Australia, (2006),
Macao China (2008); Nairobi, Kenia
(2010); Mrida, Venezuela (2012), el
prximo congreso bianual ser en Mosc (2014). Tambin en la dcada del
2000 se comenzaron a realizar conferencias regionales: Maracay, Venezuela (2006); Varadero, Cuba (2007);
Vancouver, Canad (2009); Shanghai,
China (2011 ), el prximo es el Tianjin,
China (2013). La ISCPES tiene como
propsito apoyar, fomentar y proveer
asistencia a todos aquellos que estn
buscando iniciarse y reforzar investiga-

126

ciones y programas acadmicos en educacin fsica y deporte comparado en el

mundo. ISCPES contribuye especficamente en la distribucin de hallazgos
de investigaciones e informaciones;
apoya y colabora con organizaciones
locales, nacionales e internacionales
que tengan objetivos similares; organiza y arregla encuentros en donde
se junten personas de muchas partes
del mundo que estn trabajando en
educacin fsica y deporte comparado; y publicaciones (INTERNATIONAL
SOCIETY FOR COMPARATIVE PHYSICAL
EDUCATION AND SPORT, 1997). Los
miembros provienen principalmente
de tres grupos acadmicos: cientfficos
sociales, historiadores y pedagogos.
Define el estudio comparativo como
lo que investiga y compara dos o ms
unidades (pases, culturas, ideologas,
regiones, estados, sistemas, instituciones, poblaciones). A menudo stas
comprenden diferencias geogrficas.
Ejemplos de fenmenos que pueden

127

ser comparados: sistemas de escolares de educacin fsica(o elementos)

y modelos deportivos en un contexto
macro o micro; estos fenmenos son
universales pero difieren entre culturas y nacionalidades en su enfoque y
sustancia. ISCPES tiene una revista arbitrada, serie de libros, publicaciones
en ingls, chino y castellano. Actualmente est desarrollando con el apoyo
de la Universidad de Macau China el
proyecto de la Calidad de la Educacin
Fsica y Deporte (QPES) 2011 2014.
Su pgina web es: <www.iscpes.com>.

2.1.6
El Consejo Internacional para la
Excelencia en Entrenamiento
(ICCE Internacional Council for
Coaching Excellence). Fue creado en
1997 en Wingate lnstitute en Israel

128

bajo el nombre de Consejo Internacional para la Educacin de Entrenadores por representantes de 15 pases,
el ao pasado se modific el nombre.
Entre sus expectativas tienen crear:
a) una red de organizaciones nacionales e internacionales responsables del
desarrollo de los entrenadores y sus
respectivas naciones y/o el deporte;
b) establecer acuerdos internacionales en materia de entrenamiento tales
como tica, seguridad y conocimiento/competencias; c) una cultura internacional del entrenamiento que apoye
los valores del olimpismo, integridad,
honestidad, justicia, inclusin, tolerancia y compromiso con la excelencia. Adems tiene su revista arbitrada,
conferencias internacionales y una serie de seminarios. La pgina web es:
<http://www.icce.ws/>.

129

3
CONCLUSIN

En su mayora las asociaciones /

sociedades a su vez cuentan con organizaciones regionales y nacionales en
diversos pases afiliados. Tienen el sistema de membresa y cuentan con publicaciones y boletines que son enviados a sus afiliados. La mayora cuenta
con importantes pginas web a travs
de las cuales promocionan las actividades que realizan.
Todas estas organizaciones tienen
como misin compartir y comprometerse a elevar el nivel de conocimiento
en el amplio mundo de la educacin fsica, el deporte, la recreacin, la danza y su aporte a la salud. Existen muchas organizaciones y cada profesional
en atencin a sus intereses puede participar y pertenecer a cualquiera de
ellas. Los intereses y los miembros
para los que trabajan son muy variados y es esta razn la que debe hacer
que estudiemos cules son o cul es la
organizacin que ms se acerca a mis

130

posibilidades y necesidades. El aporte

que ellas tienen para las organizaciones e individuos est en correspondencia con sus objetivos, es por esto que
cada persona y lo pas debe seleccionar cules son sus prioridades.
Las investigaciones y praxis que se
hacen en nuestro pas latinoamericanos deben estar reflejadas y presentadas en el contexto nacional pero tambin internacional que nos permita ser
visibles y exponer nuestras realidades.
Lo que no se presenta o no se escribe, se pierde porque no es compartido ni de manera oral ni impresa. Por
otra parte hay una gran cantidad de
informacin en bases de datos y materiales que se encuentran en el mundo
y a travs de las redes. Al compartir
en eventos y ser miembros de organizaciones que nos mantengan informados a travs de boletines, podemos
estar un poco ms informados y mejorar nuestra praxis docente e inves-

131

tigativa. La participacin en eventos

acadmicos es proyectar al pas y es
una responsabilidad bastante grande
al igual que ser miembros de organizaciones. No obstante, es importante
que al momento de seleccionar las
organizaciones tengamos claro cules
son nuestros objetivos y que esa afiliacin acadmica nos permita crecer
profesionalmente.
Para finalizar se hace mencin a
dos iniciativas recientes en la regin
Latinoamrica de organizaciones que
se estn desarrollando pero que a su
vez tienen su referente a nivel internacional. La Asociacin Latinoamericana de Estudios Socioculturales en
Deporte (ALESDE) que realiz su primer congreso y publicacin en el ao
2008, y la Asociacin Latinoamericana
de Gerencia Deportiva (ALGEDE) que
se inici en el ao 2009, ambas organizaciones realizan su congreso bianual.
ALESDE realziar su tercer congreso

132

en Chile 2012 y ALGEDE en Colombia

en el 2013. De esta manera, a pesar
de que las organizaciones internacionales en su mayora utilizan el ingls
para comunicarse por ser el idioma
internacional, la audiencia que est
interesada en materia investigativa,
tiene en Latinoamrica ahora espacios
para el intercambio acadmico a nivel
internacional. Es necesario reforzar
espacios en Amrica Latina que nos
permitan la integracin y el conocer
lo que sucede en nuestros pases.
La visin de ICSSPE y el trabajo
que ha venido realizando a travs de
su comit editorial e ICSP es bastante
amplia. La intencin de conocer la vasta cantidad de organizaciones internacionales es que nuestros profesionales
se familiaricen con esa variedad y bsicamente es que se eleve el nivel de
investigacin y que nuestra poblacin
tenga la oportunidad de conocer e intercambiar ideas e investigaciones.

133

ABSTRACT

This paper summarizes the administration that some academic organizations

in Physical Education, Sports, Recreation and Physical Activity launch. It is
done with the purpose of disseminating information about areas where
research is promoted and developed,
thus contributing to the formation of
experts networks in existing physical
education, health, sports, recreation
and dance study subfields. There are
many academic organizations, however, we chose to present one of the
organizations widely recognized internationally by UNESCO, the International Olympic Committee (IOC) and
the World Health Organization (WHO).
More specifically, it will be focalized
the lnternational Council for Sport
Science and Physical Education (ICSSPE) and one of its working groups, such
as the International Committee of
Sport Pedagogy (ICSP). Likewise some
mentions will be done concerning the
work carried out by the following or-

135

ganizations: FIEP, IAPESGW, AIESEP,

IFAPA, ISCPES and ICCE, considering
they that have high credibility through
their various publications and activities worldwide. In Latin America, the
wide range of worldly known academic
organizations related to physical activities is uncommon. As a consequence, in many of these organizations,
the participation of Latin Americans is
limited and investigations conducted
in this region too. The main variable
in previous situation is unawareness
and lack of interconnections among
universities, educational institutions
and these organizations. Therefore,
this work aims to contribute to knowledge expansion and those who work
with physical education and sport will
be acquainted with academic organizations that assemble the world of
research in these areas of knowledge.
Keywords: Professional Organizations.
Physical Education. Sports. Research.

136

RESUMO

O trabalho resume a gesto que algumas organizaes acadmicas em

Educao Fsica, Desporto, Lazer e
Atividade Fsica realizam. Isto com a
finalidade de divulgar informaes sobre espaos onde se promove e se desenvolve investigaes e que contribui
para a formao de redes de especialistas nas diversas subreas existentes
no estudo da educao fsica, sade,
desporto, lazer e dana. Existem muitas organizaes acadmicas, no entanto, optou-se por apresentar uma
das organizaes mais amplamente
reconhecidas internacionalmente pela
UNESCO, o Comit Olmpico Internacional e a Organizao Mundial da
Sade. Ser enfocado mais especificamente o Conselho Internacional de
Cincias do Esporte e Educao Fsica (ICSSPE - lnternational Council for
Sport Science and Physical Education)
e um dos seus grupos de trabalho,
como o Comit Internacional da Pedagogia do Desporto (ICSP). Da mesma

137

forma algumas menes sero feitas

aos trabalhos realizados pelas organizaes: FIEP, IAPESGW, AIESEP, IFAPA,
ISCPES e ICCE, organizaes estas que
possuem alta credibilidade atravs de
suas diversas publicaes e atividades
a nvel mundial. Na Amrica Latina,
o vasto leque de organizaes acadmicas a nvel mundial relacionada
cultura fsica pouco conhecido. Em
muitas delas, a participao de latino-americanos limitada e, portanto,
tambm as investigaes desenvolvidas na regio. Entende-se que a principal varivel o desconhecimento e
a falta de conexes entre as universidades e instituies de ensino com
as mesmas. No entanto, este trabalho
tem como objetivo contribuir para
que o conhecimento se expanda e, em
especial, que aqueles que trabalham
com educao fsica e desporto conheam as organizaes acadmicas

138

que agrupam o mundo da investigao

nestas reas de conhecimento.
Palavras-chave: Organizaes profissionais. Educao Fsica. Desporto.
Pesquisa.

139

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