| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.07 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O trabalho pretende, com base numa revisão documental e bibliográfica, proceder a uma análise histórica sobre a inserção/evolução da disciplina/matéria de Educação Física no quadro da instituição escolar portuguesa. Com ele, pretendemos o estabelecimento de relações de causa-efeito, quer sejam pedagógicas, antropológicas, sociais ou culturais, no âmbito do papel da Educação Física na formação humana, de onde decorrem os seguintes objetivos específicos: sinalizar aspetos relativos à presença da Educação Física no Ensino Primário entre 1772 e 1974; interpretar diferentes modos de ação decorrentes da presença da Educação Física no Ensino Primário entre 1772 e 1974; relacionar a presença da Educação Física no Ensino Primário entre 1772 e 1974 com a formação do Cidadão, do Militar e do Homem; identificar contributos para a formação em Educação Física do Professor Primário na atualidade. Os procedimentos utilizados na investigação incluem a recolha de dados em fontes primárias, particularmente a legislação pertinente, mas também as Histórias de Portugal, do Ensino e da Educação Física, entre outros. Na organização dos dados, utilizou-se uma combinação cronológico-temática, a precedência, justificando o uso da seriação cronológica. As afirmações por tópicos foram desenvolvidas a partir duma revisão da literatura da área do conhecimento relativa à Educação Física.
O desenvolvimento da investigação orientou-se em quatro fases distintas de identificação com as seguintes tarefas: observação da evolução temporal dos programas escolares de Educação Física, particularmente do Ensino Primário; análise dos programas de formação inicial de professores do Ensino Primário; perceção de correntes ou perspetivas de influência; conferência de políticas sociais associadas à Educação Física. Como pontos de análise prévia, destacámos dois aspetos: as alterações organizacionais de serviços ministeriais e a construção da Ciência da Educação Física. Iniciando-se a análise com a oficialização do Ensino Primário (1772) as questões do ensino estiveram ligadas a ministérios com designações bem diversas, verificando-se que até à atualidade, a Educação Física e o Desporto, apesar de uma crescente importância em termos sociais, ainda não mereceram a distinção de um ministério próprio. No séc. XIX, apesar das correntes e sistemas que o percorreram, não se pode considerar que já existisse uma Ciência da Educação Física, só depois dos anos cinquenta do séc. XX, a Educação Física e o Desporto avançam para a comparação dos diversos métodos e teorias existentes, podendo considerar-se que com este esforço comparativo se atingiu a segunda fase da construção de uma ciência. Relativamente à análise realizada em quatro frentes diferenciadas: a evolução terminológica; a sobreposição no contexto escolar e nos planos de estudo; a relação com acontecimentos da História portuguesa; e as relações de desenvolvimento com tendências internacionais de desenvolvimento da Educação Física, podemos reunir as principais conclusões.
Ao longo do período analisado (1772-1974), considera-se o atraso da influência das tendências internacionais em Portugal que atribuimos a diferentes causas: à situação periférica de Portugal na Europa; às contingências políticas da situação portuguesa; ao recurso a fontes indiretas para fundamentar as opções metodológicas desenvolvidas, o que acaba por atrasar a sua adequada implementação. Confirma-se ainda que existe uma relação entre os conteúdos dos programas de Educação Física e os acontecimentos mais marcantes da História de Portugal: a revolução liberal crente nas virtudes do homem em geral e em particular na sua vontade, a republicana, afirmando a sua cidadania e a participação no espaço público, ainda elitistas uma e outra, e a generalizadora do acesso a todos dos bens sociais valorizando cada um e promovendo a tolerância e a aceitação da diferença.
The work intends, based on a documentary and bibliographical revision, to make a historical analysis on the insertion / evolution of the discipline / subject of Physical Education within the framework of the Portuguese school institution. With it, we intend to establish cause-effect relationships, whether pedagogical, anthropological, social or cultural, within the scope of the role of Physical Education in human formation, from which the following specific objectives derive: signaling aspects related to the presence of Physical Education in Primary Education between 1772 and 1974; to interpret different modes of action resulting from the presence of Physical Education in Primary Education between 1772 and 1974; to relate the presence of Physical Education in Primary Education between 1772 and 1974 with the formation of the Citizen, the Military and the Man; to identify contributions to the Physical Education formation of the Primary Teacher in the present time. The procedures used in the investigation include the collection of data from primary sources, particularly relevant legislation, as well as Stories of Portugal, Teaching and Physical Education, among others. In the organization of the data, a chronological-thematic combination was used, the precedence, justifying the use of chronological serialization. The affirmations by topics were developed from a review of the literature on the area of knowledge related to Physical Education. The development of research was guided by four distinct phases of identification with the following tasks: observation of the temporal evolution of the Physical Education school programs, particularly in Primary Education; analysis of initial teacher education programs in Primary Education; perception of currents or perspectives of influence; social policies associated with Physical Education. As points of previous analysis, we highlighted two aspects: the organizational changes of ministerial services and the construction of the Science of Physical Education. Beginning the analysis with the officialisation of Primary Education (1772), the issues of teaching were linked to ministries with very diverse designations, and it is verified that up to now, Physical Education and Sports, despite a growing social importance, have not yet deserved the distinction of a ministry of their own. In the century in spite of the currents and systems that have traveled through it, it can not be considered that there was already a Physical Education Science, only after the fifties of the 20th century, is that Physical Education and Sport advance to the comparison of the various methods and theories, and it may be considered that with this comparative effort the second phase of the construction of a science has been reached. Regarding the analysis carried out on four distinct fronts: the terminological evolution; the overlap in the school context and study plans; the relationship with events in Portuguese history; and developmental relations with international trends of physical education development, we can gather the main conclusions. During the analyzed period (1772-1974), we consider the delay in the influence of the international trends felt in Portugal that could be attribute to different causes: the peripheral situation of Portugal in Europe; political contingencies of the Portuguese situation; the use of indirect sources to support the methodological options developed, which eventually delay their adequate implementation. It is also confirmed that there is a relationship between the contents of Physical Education programs and the most striking events in the History of Portugal: the liberal revolution believing in the virtues of man in general and in particular in his will, the Republican, affirming his citizenship and participation in the public space, still elitist over and over, and the generalizer of access to all social goods valuing each one and promoting tolerance and acceptance of difference.
The work intends, based on a documentary and bibliographical revision, to make a historical analysis on the insertion / evolution of the discipline / subject of Physical Education within the framework of the Portuguese school institution. With it, we intend to establish cause-effect relationships, whether pedagogical, anthropological, social or cultural, within the scope of the role of Physical Education in human formation, from which the following specific objectives derive: signaling aspects related to the presence of Physical Education in Primary Education between 1772 and 1974; to interpret different modes of action resulting from the presence of Physical Education in Primary Education between 1772 and 1974; to relate the presence of Physical Education in Primary Education between 1772 and 1974 with the formation of the Citizen, the Military and the Man; to identify contributions to the Physical Education formation of the Primary Teacher in the present time. The procedures used in the investigation include the collection of data from primary sources, particularly relevant legislation, as well as Stories of Portugal, Teaching and Physical Education, among others. In the organization of the data, a chronological-thematic combination was used, the precedence, justifying the use of chronological serialization. The affirmations by topics were developed from a review of the literature on the area of knowledge related to Physical Education. The development of research was guided by four distinct phases of identification with the following tasks: observation of the temporal evolution of the Physical Education school programs, particularly in Primary Education; analysis of initial teacher education programs in Primary Education; perception of currents or perspectives of influence; social policies associated with Physical Education. As points of previous analysis, we highlighted two aspects: the organizational changes of ministerial services and the construction of the Science of Physical Education. Beginning the analysis with the officialisation of Primary Education (1772), the issues of teaching were linked to ministries with very diverse designations, and it is verified that up to now, Physical Education and Sports, despite a growing social importance, have not yet deserved the distinction of a ministry of their own. In the century in spite of the currents and systems that have traveled through it, it can not be considered that there was already a Physical Education Science, only after the fifties of the 20th century, is that Physical Education and Sport advance to the comparison of the various methods and theories, and it may be considered that with this comparative effort the second phase of the construction of a science has been reached. Regarding the analysis carried out on four distinct fronts: the terminological evolution; the overlap in the school context and study plans; the relationship with events in Portuguese history; and developmental relations with international trends of physical education development, we can gather the main conclusions. During the analyzed period (1772-1974), we consider the delay in the influence of the international trends felt in Portugal that could be attribute to different causes: the peripheral situation of Portugal in Europe; political contingencies of the Portuguese situation; the use of indirect sources to support the methodological options developed, which eventually delay their adequate implementation. It is also confirmed that there is a relationship between the contents of Physical Education programs and the most striking events in the History of Portugal: the liberal revolution believing in the virtues of man in general and in particular in his will, the Republican, affirming his citizenship and participation in the public space, still elitist over and over, and the generalizer of access to all social goods valuing each one and promoting tolerance and acceptance of difference.
Description
Keywords
Educação física - Ensino-aprendizagem - Análise histórica (1772-1974) - Portugal Educação física - Ensino primário (1772-1974) - Portugal Educação física - Formação de professores (1772-1974) - Portugal Educação física - Políticas sociais (1772-1974) - Portugal