Eliana Lucia Ferreira (organizadora)

FOCUSES ON PHYSICAL EDUCATION

Juiz de ForaNGIME/UFJF

2014

2014 by Eliana Lucia Ferreira (organizadora).Direitos desta edio reservados ao NGIME/UFJF.

Capa: Gabriel Schuery CustdioProjeto grfico, diagramao e editorao: Camilla Pinheiro

Os textos so de responsabilidade total de seus autores.

Dados internacionais de Catalogao-na-Publicao (CIP)

H673 Focuses on Physical Education / Eliana Lucia Ferrei- ra (organizadora). - Juiz de Fora : NGIME/UFJF, 2014. 142 p. : il. ; 21 cm. (Educao Fsica e suas

organizaes acadmicas ; v. 1) Inclui bibliografias. ISBN 978-85-67380-38-4 1. Educao Fsica - Histria. I. Ferreira, Eliana Lucia. II. Srie. CDD 613.7

Reitor Henrique Duque de Miranda

Chaves Filho

Vice-ReitorJos Luiz Rezende Pereira

Pr-Reitor de Ps-graduaoFernando Monteiro Aarestrup

Centro de Ensino a Distncia da UFJF (Cead)Flvio Iassuo Takakura

Coordenador Geral

Faculdade de Educao Fsica (Faefid)Maurcio Gattas Bara Filho

Diretor

Grupo de Pesquisa em Incluso, Movimento e Ensino a Distncia (NGIME)

Eliana Lucia FerreiraCoordenadora Geral

NGIME Campus Universitrio da UFJFBairro Martelos CEP 36036-900 Juiz de Fora, MG

Distribuio gratuita

Apoio: SECADI Secretaria de Educao Continuada,Alfabetizao, Diversidade e Incluso

CONTENTSI NTRODUCTION ...............................................................5

PHYSICAL EDUCATION IN BRAZIL .........................................7 ABSTRACT ....................................................................91 INTRODUCTION ..............................................................111.1 A BRIEF PICTURE OF COLONIAL BRAZIL ...................................121.2 HISTORICAL INCURSIONS OF PHYSICAL EDUCATION AND SPORTS ......161.3 INTRODUCTION OF SPORTS AND PROFESSIONAL TRAINING ............281.4 THE PROGRAM SPORTS FOR ALL AND PHYSICAL ACTIVITY

FOR THE GENERAL POPULATION ...........................................342 PROFESSIONAL TRAINING ..................................................382.1 BASIC EDUCATION IN BRAZIL: IMPORTANT EVENTS ......................432.2 REGULATION OF PHYSICAL EDUCATION PROFESSIONALS

IN BRAZIL ......................................................................472.3 SCHOOL PHYSICAL EDUCATION AND PHYSICAL EDUCATION

UNDERGRADUATES ...........................................................492.4 HIGHER EDUCATION ..........................................................513 SCIENTIFIC EVENTS AND RESEARCH DEVELOPMENT ..................554 RESEARCH ....................................................................595 INCLUSIVE PHYSICAL EDUCATION IN BRAZIL ...........................636 FINAL CONSIDERATIONS ....................................................75 RESUMEN......................................................................79 RESUMO .......................................................................81 REFERENCES .................................................................83

GESTION E INVESTIGACIN EN ORGANIZACIONES ACADMICAS DEEDUCACIN FSICA Y DEPORTE ........................................91

RESUMEN......................................................................931 INTRODUCCIN ..............................................................972 ICSSPE .........................................................................1012.1 COMIT INTERNACIONAL DE PEDAGOGA DEL DEPORTE ................1102.1.1 La Federacin Internacional de Educacin Fsica ....................1182.1.2 Asociacin Internacional de Educacin Fsica y

Deporte para Mujeres y Nias ............................................1202.1.3 La Asociacin Internacional de Educacin Fsica

en Educacin Superior .....................................................1232.1.4 La Federacin Internacional de Actividad Fsica Adaptada ........1242.1.5 La Sociedad Internacional de la Educacin Fsica

y Deporte Comparado ......................................................1252.1.6 El Consejo Internacional para la Excelencia en Entrenamiento ...1283 CONCLUSIN .................................................................130 ABSTRACT ....................................................................135 RESUMO .......................................................................137 REFERENCES .................................................................141

5INTRODUCTION This work brings together two in-vestigations engaged in exposing in-ternational 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 re-flections that aim to show different segments of physical education, ho-wever, without ignoring political im-plications in specific sociohistorical processes.

The first essay relates to the struc-ture and functioning of international academic organizations, describing their functioning and articulations. The second paper brings a reflection on the different faces of Physical Edu-cation in Brazil.

Hereby, we hope to promote in-formation about the establishment, development and movement of Physi-cal Education.

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).

PHYSICAL EDUCATION IN BRAZIL

9ABSTRACT The origin of Physical Education in the country is in the eighteenth century. The development of this area was an interwoven process with socio-cultu-ral and political changes, the passage of Brazil from a Protectorate to a Re-public. The search for national iden-tity 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 Educa-tion and Sports were interrelated, yet with different features, and both pro-duce and reproduce the prevailing va-lues of a certain period. In this text we will make some references to sports, considering the influence it had on the

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area and because it is a regular practi-ce in schools. We will also highlight the physical and the importance of physi-cal activity for population programs. Sports structure requires appropriate location, budget, and selection of the best, among others. Inclusive educa-tion is a recent thematic in the coun-try. There have been advances in law, in schools, and in scientific produc-tion, but it is still necessary to have better infrastructure, personnel trai-ning and, most important, to make people overcome prejudices.

Key-words: Physical Education in Bra-zil. School. Programs for populations. Social Inclusion.

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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 star-ted 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 crea-ted, and European sports and gymnas-tics methods were introduced. From the 1970s, the following facts were re-gistered: the influence of North Ameri-can 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 profes-sionalization, among others.

This paper will demonstrate facts, dates, and fundamental laws that draw a historical picture of Physical Educa-tion in Brazil. Also, we will make refe-rences to sports because of its influen-

12

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 Portu-guese 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

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of knowledge and ignorance of native culture, their resistance power, and the knowledge they had of their ter-ritory, 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 in-digenous and African bodily practices, were not recognized by the Empire and during the formation of the State.

Many of their games were forgot-ten and others were forced to be for-gotten, because they were part of indi-genous and African sacred rituals, the antithesis of Christian philosophy in the colonial era. Tensions between indige-nous and non-indigenous people often opened a place for the domination of the colonizer. The processes of reinter-pretation of these peoples body prac-tices started to be visible from the end

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of the twentieth century (This topic is subject of study in other works see www.labjor.unicamp.br/indio).

On November 15, 1889 the Procla-mation of the Republic in the country occurred. This date is a landmark of social changes, and from 1930 a pha-se of greater socio-economic and po-litical expansion occurred. Portugue-se influence in Brazil was intense in the years of the protectorate. Santos (1992) highlights key ideas of a para-digmatic 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 sug-gests that the period of greatest poli-tical and military influence of Portugal in Brazil was from 1750 to 1777.

Historically, Jesuits dominated edu-cation in Portugal and Brazil until 1772, and from this time on there was a ma-

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jor reform in Portugal. The state assu-med this role, which was increasingly interventionist, active and conscious of the leadership role that it should be in structural changes of public edu-cation (SANTOS, 1992, p. 183). The model of society in both countries was patriarchal. It was governed by eccle-siastical and civil legislation, based on old Roman law, which made the who-le family structure dependent on the father (SILVA, 1993). Actually, the pa-ternalistic structure aimed to control the proliferation of dissimilar wedding conditions, having control of the nu-clear family (elementary family). The influence of Portuguese culture in Bra-zilian 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 prepa-red for marriage, for becoming wives.

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Very few women had access to the Uni-versity. This situation began to change in the mid-twentieth century. These facts are reflected in the institutiona-lization 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 Eu-rope, 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 reprodu-ced current values and morals of the time. School should provide basic lear-ning and also major access to sportive

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practice, including appropriate loca-tion, budget, and selection of the best (and it should be practiced in clubs). For a better understanding of the his-torical and legislative framework, we shall mention some laws and facts about sports in school and clubs.

The work of the historian and Pro-fessor of Physical Education, Ademir Gebara (1992), brings important in-formation from the nineteenth cen-tury. The author chooses to start his analysis with Francisco Franco Mello (1757-1823), who was the first Brazi-lian 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 concep-tually the term Physical Education in the context of the medical field, in maternal and childcare, with hygie-nic concerns, without focusing on the

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physical/motor activity or exercise aspects. From this work, the concept was expanded both in pediatrics and in the area of hygiene (currently pu-blic health). It is important to mention that the city of Rio de Janeiro already had a public health problem. There-fore it was necessary to think of a new and better model of urban life.

Gebara (1982, p. 15) also men-tions 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 (GE-BARA, 1982, p. 17). In this perspecti-ve, Gebara suggests that the object of Physical Education was situated at the

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medical and pedagogical knowledge interface (GEBARA, 1982, p. 17). He makes reference to the author Neves Armonde (1978), also, covering the di-mension of physical education in he-alth 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 educa-tion sought not only the formation but also the ability to transfer this know-ledge 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 educa-tion and sports in the country in the late nineteenth and early twentieth century. It was a time of great chan-ge, the beginning of freedom from slavery, the formation of the Natio-nal State, and the pursuit of Brazi-

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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 re-ceptive to different forms of gymnas-tics and sports in schools. These were introduced eclectically and with little resistance when compared, for ins-tance, with Belgium. In that country, sports practice was established throu-gh 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 Swe-dish gymnastics from 1898 to 1968. Because of political boundaries in Bel-gium, resistance to the introduction of sports in schools and colleges of phy-sical education was created. These

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were introduced and practiced outside the school environment, and in sports clubs (ROCHA FERREIRA; TOLLENNER, 1998). In Brazil, the almost exclusi-ve 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 mo-rals 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 ac-tivity 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

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adds dance to its curricula (COSTA, 1989). In 1882, Rui Barbosa in the project no. 224 about the Reforma-tion of elementary schools and other complementary public education ins-titutions 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 pla-ced on calisthenics and gymnastics for girls seeking beauty and, for boys, mi-litary 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 Educa-tion. There was, however, a tendency to assign women particular characte-ristics in order to protect them from the eventual harm that sports could

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cause to health and maternity (CAS-TELLANI FILHO, 1982; PEREIRA, 1984; ROSEMBERG, 1995). The main focus in the early twentieth century was he-alth and aesthetics; both were prota-gonists of a project that Souza (1994, p. 26) defined as social asepsis. It disciplined peoples attitudes to steer clear of mental and moral deteriora-tion. The body would be under con-trol, with permitted activities, calis-thenics and rhythmic exercises, and sports did not have the character of pleasure and exuberance.

The Minister for Education and He-alth defined programs of Physical Edu-cation (1931-1944) for secondary edu-cation, 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 oc-curred in the first half of the twentieth century, such as a different number of

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hours of physical education, and ea-sier access of boys for sports and com-petitions 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

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at the Royal Institute of Stockholm, bringing the Swedish method. German orientation came to Brazil by German immigrants, mainly in the South, whe-re they tried to introduce the Turn. During this period, which predomina-ted 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 Edu-cation 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, Swe-dish and German lines, and became more receptive to movements taking place in the world, starting to try

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them out. These movements occur-red 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 internatio-nal organizations (TUBINO, 2006). In-fluences coming from different areas of knowledge brought benefits to the field of physical education, as we will mention. The movement of sports ini-tiation was the result of the search for sports medals in Olympic Games and traditional sports world cham-pionships. The constant visits of Pro-fessor Auguste Listello and his follo-wers/enthusiasts emergence explain the emphasis on primary and seconda-ry schools.

The advent of the French inspired methodological precepts of Psycho-motricity of Jean Le Bouche, Henri Paul Hyacinthe Wallon, and others in-

27

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

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tionalization of physical education and sports in the country was initially ba-sed 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 Bra-zil occurred in different cities. Howe-ver, 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-

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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 cus-toms and business in the country (LU-CENA, 2000, p. 13). And so, sports came to fulfill the needs of an upper middle class society, seeking for edu-cated and educational activities co-ming from Europe. Sports takes the club organization. And it can be seen, between 1850-1860, in the organiza-tion of groups participating in regatta competitions, in 1873, the Club Gua-nabarense, and later, from 1885, in se-veral others clubs (Cajuense Regatta, International Regatta etc.) (LUCENA, 2000, p. 28). The educational concept of sports at the time had different at-tributes, 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-

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tly violent, its practice depended on good education as a basic require-ment; 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, orna-mentation, 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 implemen-tation sustains the idea of a certain rupture in international relations pro-cess, because the upper classes at the time were not constituted of European people, but many of them had studied in Europe. Thus, knowledge transfer

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was brought by them and not implan-ted, which does not mean it had no tension. The term implementation is loaded with the idea of something coming from outside, without accep-tance 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 bre-ak through prejudices and come forth with swimming clothes were: Violet

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Coelho Neto (1922) who swan in Urca and Ansia (Rabbit and Alice) Passalo (1925) who swan the Bay of Guanaba-ra (Bahia de Guanabara), a distance of 5 km. At So Paulo, a group belon-ging to a German colony broke pre-judices 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 nationali-ties 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-

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nal Sports Council (CND) regulated this decree, stating that women could practice any sports established by in-ternational 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 contri-butions 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, He-len Altman, Emmi Myotin, Elaine Ro-mero, Eustaquia Slavadora de Souza, among others.

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1.4 THE PROGRAM SPORTS FOR ALL AND PHYSICAL ACTIVITY FOR THE GENERAL POPULATION

Since 1960, movements and ma-nifestations have emerged emphasi-zing 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 Physi-cal Fitness and Agita So Paulo. Ed-son Valente (1996, p. 6) affirms that Sports For All is a result of the kno-wledge incorporation derived from a product created in Norway in 1967 the marketing movement TRIMM ma-rketing is consumed in a different way by other countries in Europe. Among them is Germany inspiring an array of Brazilian SFA having as its

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main disseminator Jrgen Palm since Jornadas lnternacionales de Estdio sobre el Deporte in 1973 that took place in Argentina where the resear-cher presented the TRIMM model. The Brazilians Lamartine Pereira da Cos-ta 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 prac-tices. This movement stimulated the proposals emergence for the Brazilian populations active recreation.

The Movement for Physical Fit-ness, 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 Me-thod after Cludio Coutinhos adapta-tion. After the World Cup, the method

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was widely spread among the Brazilian population. It was used even as a refe-rence 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 cur-rently involve over 200 governmental and non-governmental institutions and private companies (MATSUDO, 2012). The aim is to combat the se-dentary lifestyle in So Paulo State by promoting physical activity and the knowledge of the benefits that an ac-tive lifestyle carries. The programs actions affect the general population, and focus on some specific groups such as schoolchildren (Agita Galera),

37

the State Department of Health from So Paulo Agita SES), and communi-ties (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, natio-nal and international consultants, as well as guests, to discuss strategies for worldwide successful intervention, with the theme World Day for Phy-sical Activity and how to implement a Global Agenda for Physical Activity Promotion (http://www.portalagita.org.br/).

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2 PROFESSIONAL TRAINING

Professional training in the area of Physical Education had occurred in the late nineteenth century in regu-lar 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 COS-TA, 1999, p. 171).

The figure of a doctor appears in 1916 in decree 1.058 Service Re-gulations 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 cre-ated the Military Physical Education Center, which was intended to direct, coordinate, and disseminate the new method of physical education and sports applications. In higher edu-cation, the training of professionals

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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 Edu-cation 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 founda-tion 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).

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The figure of the physician had always been present in physical edu-cation and sports. His training was en-sured since the creation of the tem-porary course of Physical Education in 1929. In the project draft from 1929, article 31 says that the course will com-prise 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 fen-cing 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 eu-genics 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

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of physical education; c) the physi-cian and instructor of physical edu-cation are inseparable, so teaching physical education or any branch of sports without the assistance of a me-dical expert will be prohibited. The un-derstanding that the physician and the instructor of physical education were inseparable figures had an uneven con-notation. The balance of power hung to the doctor existed when the reporter said, It is prohibited to teach physi-cal education or any branch of sports, without the assistance of a medical ex-pert. However, the effective presence of the physician limits the actions of the teacher, and the reverse is not requi-red. In 1939, the decree 1,380 extends the benefits of licensed and speciali-zed physicians in physical education to the students approved in the cour-se of Physical Education Emergencies organized by the National Department of Education. And in the same year, the ordinance 275 from the National

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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 indistinguisha-ble for men.

The medical power will be exerci-sed in the practice of sports and phy-sical education in the next fifty years. In the training courses of the Schools of Physical Education they have an im-portant 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 develo-ped by physicians.

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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 edu-cation, 31 million out of it 16.7 million are enrolled in the initial year and 14.2 million in the final year. In pro-fessional education, the numbers also increased and the segment reached 1,140,388 enrollments. In 2010, in-vestments 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).

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Another interesting record shows that more than 80 thousand com-puter 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 ele-mentary 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 com-puters are considered illiterate. Many countries of the South (the name given to underdeveloped countries, which are mostly located in the southern he-misphere) through much effort have achieved a significant reduction, clo-se to zero, of illiteracy rates. We can

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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 le-vel is only 14%, whereas in other coun-tries 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 Educa-o Brasileira), no. 9394. Today the Bra-zilian process of schooling is complete. Childrens education our school system ends formally at graduation, which me-ans in higher education. Today, pro-posals and contents are concerned to satisfy, include, and integrate all stu-dents around the School Project (BRA-SIL, 1996). Physical Education classes, differently from the past, and accor-ding to the article 26, should be in-

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tegrated into school pedagogical pro-posal, it is part of the basic education curriculum, and must be adjusted ac-cording to age and school population condition, being optional in evening courses (SO PAULO, 1985, p. 79).

From this current law, the curricu-la started to be seen as a whole. The School, therefore, should be seen as a place of information, knowledge cons-truction, socialization and integral development of its students. To achie-ve this task, all specialists, teachers, courses, and curriculum components must be committed to the develop-ment of theoretical/practical aspects as well as linked to themes or trans-verse axes (health, environment, la-bor and consumption, sexual orienta-tion, and ethics). The course planning, teaching, and classes, including those of physical education, must be reflec-ted and oriented according to the stu-dents characteristics involved with

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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 mate-rial required for the development of physical education classes comes from the Federal Government in the Fede-ral Spheres (Ministry of Education and Ministry of Sports through educational programs), Regional, State and Muni-cipality (SO PAULO, 1985, p. 158).

2.2 REGULATION OF PHYSICAL EDUCATION PROFESSIONALS IN BRAZIL

According to the Federal Coun-cil of Physical Education, since 1946 there were movements and initiatives concerned with regulating Physical Education profession in Brazil. This ini-

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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 Tea-chers Association (FBAPEF), which hel-ped to enlarge discussions and did not give up their goals. At the beginning of 1995, the National Movement for re-gulation of Physical Education Profes-sional was launched in favor of these professional accreditation.

The National Movement for regu-lation of Physical Education Professio-nals 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 Re-gional Council for Physical Education

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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 gene-ral, family health program, schools, sports, as coaches in several modali-ties, among others.

2.3 SCHOOL PHYSICAL EDUCATION AND PHYSICAL EDUCATION UNDERGRADUATES

As mentioned in previous paragra-phs 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-

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cation and Licensed Physical Education Teacher1. Licensed Physical Education professionals act preferentially at scho-ols which follow curricula standards es-tablished by the Brazilian Ministry of Education and the National Education Guidelines and Framework Law.

Early Childhood Education is the first stage of basic education. It has as its aim childrens integral develop-ment up to six years old, considering their physical, psychological, intellec-tual, and social aspects, complemen-ting the family and community action. Early Childhood Education is offered at daycare centers, or equivalent en-tities, 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-

1 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.

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ry education, lasting nine years, free in public schools, starts with children between six and seven years old. In elementary schools, physical educa-tion 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

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Guidelines for Undergraduate courses in Physical Education in higher educa-tion. Based on these guidelines, the degree of Licensed Physical Education Professional should prepare the indivi-dual to act as a teacher of Basic Edu-cation. And the graduate will be trai-ned to operate in non-school fields, such as social and sports clubs, gyms, and other fields that create opportu-nities for physical education, recrea-tional and sports practices (CONSELHO NACIONAL DE EDUCAO, 2004).

After these enactments, major new reforms occurred in the curricu-lum of Physical Education courses. Af-ter 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 Physi-cal Education Higher Education Institu-

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tions should restructure their curricula, having as their basis the new National Curriculum Guidelines of the National Board of Education (CONSELHO NACIO-NAL 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 pro-gram 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 se-cond half of the year. There are 101 higher education institutions partici-pating 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 Seconda-ry Education Examination (Enem), as the exam score will be used by the

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applicant in order to request a place at a higher education institution. The other way is through university en-trance exams by which students apply for private and federal universities. The scores of this exam will determine whether or not the applicant is admit-ted to the university, the classification being drawn by the higher average overall score (BRASIL, 2011).

Following the path of Higher Edu-cation 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 ma-jor regions in Brazil (North, Northeast, Southeast, South and Center-West). However, the concentration of courses is higher in the Southeast region, follo-wed by the South (BRASIL, 2012).

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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 Educa-tion 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 or-ganized in Rio de Janeiro, with recom-mendations. For the good of health and development, the Congress invited medical professionals, in order to dee-pen the national culture with respect to the bases and scientific guidance of Physical Education, by starting with the choice of the appropriate metho-ds to Brazil and its climate. Besides, the Brazilian government was urged to open more Physical Education Univer-sities, 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 to-pics related Physical Education among

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Brazilian people, and others (DA COS-TA, 1999, p. 1777). Along this discour-se, it is important to note eugenics concerns, the search for a national method, and the formation of a coun-cil always having medical opinion as an endorsement.

The Brazilian Federation of Sports Medicine founded (in the 1940s), cur-rently known as the Brazilian Society of Sports Medicine, was the first or-ganization to be created for the pro-motion of scientific events. In its nor-mative structure, the participation of physical education teachers was limi-ted. It was necessary to create ano-ther organization so that there would be the possibility of various professio-nals in Physical Education and Sports field to be egalitarian with its mem-bers. In this sense, the Brazilian Col-lege of Sports Science was created in 1978 (http://www.cbce.org.br) with characteristics similar to the Ameri-

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can College of Sports Science created in 1954 (http://www.acsm. org). Ho-wever, the political-scientific proces-ses of both drifted apart.

At the beginning, the Brazilian College of Sports Science started its trajectory by improving its biomedical characteristics and having some re-presentations in the psycho-pedagogi-cal area. After 1985, discussions took other directions, including ideological and political biases. Physical educa-tion 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 scho-ols, among other things, was the stimu-lus of the moment. This moment was the object of studies of different the-ses and papers, such as Paiva (1994), Ferreira Neto and others (1995), and Daolio (1997), among others. Subse-quently, other scientific organizations

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have been created, such as the Bra-zilian 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 gre-at an impact as the previous ones.

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4 RESEARCH

In the draft bill of 1929, about the temporary course of Physical Edu-cation, based at the Military Physical Education Center, the formation of five laboratories was projected: a) anatomy, physiology, and psychology; b) biological chemistry; c) cinemato-graphy and photography; d) radiology, and e) anthropology and human mor-phology. We note that the laboratories primarily comprised biological areas and were geared mainly for the static person, except for the cinematogra-phy. In 1969 there was the institution of the federal sports lottery (Legis-lative Decree no. 594), and therefo-re the determination of funding for sports and research. That same year, the Ministry of Education constituted a Working Group to establish the Na-tional Plan for Sports, Physical Educa-tion, and Recreation, to be funded by resources coming from a Sports Lottery.

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An important milestone in research history was the integration of sepa-rate institutes of vocational training in the universities. At this time there was already a need to create postgra-duate 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 pro-fessionals, 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 labo-ratories, already established at the time, were the Schools of Physical Education of Rio de Janeiro, So Pau-lo, and Rio Grande do Sul. These la-boratories developed works primarily in area of physiology of physical effort and anthropometry. They have recei-

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ved funds from the federal govern-ment for their implementation and development since 1972 (KISS, 2003). In 1974 the Physical Fitness Laboratory of So Caetano do Sul, currently Cen-ter of the Physical Fitness Laboratory of So Caetano do Sul (CELAFISCS) was created, which brings together pro-fessionals from health for the purpo-se of promoting research in the area of Sports Sciences (http://www.cela-fiscs.org.br/).

As postgraduate courses were cre-ated, laboratories and research centers also emerged in other places, such as the University Gama Filho, the Federal University of Santa Maria, the State Uni-versity 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, Fun-ds or Foundations of States, through the Ministry of Sports CNESP (Centre

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for Sports Excellence). The projects are for certain periods and cover cer-tain themes.

The process of sports professiona-lization, 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.

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5 INCLUSIVE PHYSICAL EDUCATION IN BRAZIL

The inclusion of students with di-sabilities in physical education classes is an increasingly remarkable reality. We are living in a time in which in-dividual and collective sensitivity in relation to human diversity provides a greater engagement of physical edu-cation teachers with their classes and hence contributes to the accomplish-ment 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 diffe-rences and also offering the opportu-nity to reframe, strengthen and pro-mote values and expressions that can perpetuate the expression of identi-ties, thus contributing to the promo-tion, enhancement, and protection of the culture and law of Brazilian citi-

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zens. Inclusive education is conceptu-alized as a process that should elimi-nate 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 exclu-sion (BISSOTO, 2013).

Understanding the real need for change in this framework, speciali-zed 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-

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ganized and planned by assuming that students are homogeneous, which lea-ves disabled students with limited ri-ghts to effective participation in the proposed activities (ECHEITA, 2009). Moreover, education as mediating body is, at the same time, the exer-cise of a right and the possibility of extending access to other fundamen-tal 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 spor-tive and school inclusion. Sports and physical activities for people with di-sabilities have increased sharply since the 1980s. Events, publications, and government actions have been perfor-med marking this growth period.

The presence of people with di-sabilities in the school system is a ri-

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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 appro-priate pedagogical alternatives that equalize the conditions of people who are disabled in comparison with those who are not, and beyond that, it is ne-cessary to ensure and provide condi-tions for their permanence in schools successfully. It implies the possibility of enjoying the necessary conditions offered to other students in the ins-titution.

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

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Handicapped, the National Center for Special Education, and the First Natio-nal Plan for Special Education. Howe-ver, the driving force for school physi-cal education activities occurred from the Campaign for Sports for All (EFA) (BRASIL, 1983).

Many political and educational in-clusion actions have been implemen-ted 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 cons-truction of an inclusive system of edu-cation, proposed and defended as the Ministry of Education policy, and re-jected the proposal for continued pro-vision 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-

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cation. This program consists of 16 public institutions of higher federal and state education, offering training courses in Special Education at a dis-tance, 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 Phy-sical 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 alle-viate this situation, the establishment of a Training Network was created to complement the Program for Conti-nuing 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 tea-cher training for school organization,

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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, Di-versity, and Inclusion (SECADI), main-taining and expanding the above pro-gram. In general, in recent years, it is undeniable that it is increasing ci-tizens access to schools, whether pu-blic or private. The data from the last school census for the year 2011 sho-wed a steady increase in enrollment in regular schools of disabled students. Thus, while in 2010 there was an en-rollment 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 decrea-se of 11.2% in the number of students, evidencing a possible successful inclu-sion policy in the Brazilian basic edu-

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cation, at least with regard to the ac-cess of students to schools INSTITUTO NACIONAL DE ESTUDOS E PESQUISAS EDUCACIONAIS ANISIO TEIXEIRA, 2011).

In primary education, the enroll-ment 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 re-versed 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 mi-nority 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 fede-ral and municipal schools a little more than 2% each (BRASIL, 2011).

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In adult and youth education, our data showed that 3,980,203 were enrolled in 2011, and out of this to-tal, 2,657,781 (67%) are in elementa-ry school and 1,322,422 (33%) in high school. Municipal schools surpass en-rollments in primary education, and state schools in high schools, following the same trend of regular education (BRASIL, 2011).

As a consequence of inclusive de-velopment of basic education, access for people with disabilities to higher education has also expanded signifi-cantly. The inclusion of disabled pe-ople in higher education seeks to as-sure 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, hi-gher education institutions are trying to provide services and accessibility resources that ensure the full partici-

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pation of students. Consequently, they have been expanding studies and re-search on these issues that can give a boost to inclusion. Due to the breadth of content and the presence and parti-cipation 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 su-pport pedagogical practice, and in the field of Humanities and Social Sciences.

After our mapping of the quantita-tive-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 2010-2012, we have observed that there is a significant proliferation about disa-bility issues in general.

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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 ca-tegories (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.

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Shart 1 Paper distribution according to categories from 2000 to 2012.

Source The authours (2014).

Figure shows the relationship be-tween the percent of publications wi-thin each category.

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

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other category, because most publica-tions were found articulating disabili-ty questions.

The results of this study demons-trate 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 ins-titutionalization processes had diffe-rent 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 educa-tion, and in the mid-twentieth century with the establishment of Schools of

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Physical Education and, finally, from the 1970s with the creation of research centers, graduate programs and orga-nization of scientific events.

As we could see at the beginning of this paper, hygienic, moral, natio-nalistic, sexist, and eugenic arguments were the basis for the development of physical education and sports in Brazil. The interrelationships of socio-econo-mic and political factors in the early twentieth century provided a greater eclecticism and lower information re-sistance, which allowed the entrance of diverse European methods of gym-nastics and sports, and later those of North-Americans. Professional training to work in the areas of Physical Educa-tion, Sports and Sports Medicine, both of military and civil citizens, requi-red efforts for the creation of Schools of Physical Education, Specialization Courses and Research Centers. In the late 1970s it started as a specialization

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course, a place of excellence for pro-fessional training. Sports professiona-lization has brought a greater demand for sports scientist specialization.

Access to an inclusive educational system at all levels requires the adop-tion of specific support measures to ensure the accessibility conditions ne-cessary 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.

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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 prio-rities 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, streng-then, and promote values and expres-sions that perpetuate the expression of their identity, and also contributing to the promotion, enhancement, and preservation of Brazilian culture and human rights.

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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 pa-saje desde Brasil a Colonia Repblica. La bsqueda de la identidad nacional, la formacin geopoltica del pas in-fluy en la creacin de las Escuelas de Educacin Fsica, la introduccin de mtodos europeos y, ms recien-temente, los asitico-americanos. La formacin de profesionales en el rea, el desarrollo de centros de investiga-cin, el apoyo gubernamental, los de-portes profesionales son tratados en el texto. Desarrollo de la Educacin Fsica y el Deporte estaban relaciona-dos entre s de maneras, pero con sus propias caractersticas y ambos pro-ducen y reproducen los valores vigen-tes 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-

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cuelas. La infraestructura deportiva requiere ubicacin adecuada, el pre-supuesto, 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.

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RESUMO As razes da Educao Fsica no pas tiveram sua origem no sculo XVIII. O desenvolvimento desta rea ocor-reu num processo entrelaado com mudanas scio-culturais e polticas, da passagem do Brasil Colnia para Republica. A busca de identidade na-cional, formao geopoltica do pas influenciaram a criao de Escolas de Educao Fsica, introduo de m-todos europeus, americanos e mais recentemente asiticos. A formao de profissionais na rea, desenvolvi-mento 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 caracte-rsticas prprias e ambos produzem e reproduzem os valores vigentes da poca No texto faremos algumas re-ferncias ao esporte pela influencia que teve na rea e por ser uma prti-ca constante nas escolas, assim como

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programas de atividade fsica para a populao. A estrutura esportiva exi-ge local apropriado, verba, seleo dos melhores, entre outros. A Educa-o inclusiva uma referencia recen-te no pas. Houve avanos nas leis, na produo cientfica, nas escolas, mas ainda h necessidade de melhor infra--estrutura, formao de pessoal e su-perar preconceitos.

Palavras-chave: Educao Fsica no Brasil. Escola. Programas para popu-lao. Incluso Social.

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CASTELLANI FILHO, L. Ensaio sobre a mulher brasileira, face a legislao da Educao Fsica e do desporto. So Luiz: [s. n.]. 1982. p. 18-21.

CAVALCANTI, K. B. Esporte para todos: um discurso ideolgico. So Paulo: IBRASA, 1984.

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CONSELHO NACIONAL DE EDUCAO (Brasil). Parecer CNE/CES - CNE/CP 1, de 18 de fevereiro de 2002. Institui Diretrizes Curriculares Nacionais para a Formao de Professores da Educao Bsica, em nvel superior, curso de licenciatura, de graduao plena. Braslia, DF, 2002.

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DA COSTA, L. P. Formao profissional em educao fsica, esporte e lazer no Brasil: memrias, diagnstico e perspectivas. Blumenau: EFURB, 1999.

DAOLIO, J. Educao Fsica brasileira: autores e atores da dcada de 80. 1997. Tese (Doutorado)UNICAMP, Campinas, SP, 1997.

ECHEITA, G. Los dilemmas de las difrencias en la educacin escola. In: JORNADA CIENTFICAS DE INVESTIGACION SOBRE PERSONAS COM DISCAPACIDADE, 7., 2009, Salamanca. Anais... Salamanca: Amar, 2009.

FERREIRA, E. L. As formas dos discursos da/na dana em cadeira de rodas e seus processos de significao. 2003. Tese (Doutorado)Faculdade de Educao Fsica, Universidade Estadual de Campinas, Campinas, SP, 2003.

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FERREIRA, E. L. (Org.). Esportes e atividades fsicas inclusivas. Niteri: Intertexto, 2010. v. 2.

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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.

GESTION E INVESTIGACIN EN ORGANIZACIONES ACADMICAS DEEDUCACIN FSICA Y DEPORTE

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RESUMEN El trabajo resume la gestin que re-alizan algunas organizaciones acad-micas en materia de Educacin Fsica, Deporte, Recreacin y Actividad Fsi-ca. Esto con la finalidad de divulgar informacin acerca de espacios en donde se promueve y que desarrolla investigacin y contribuyen a la con-formacin de redes de expertos en las diferentes sub-reas que existen en el estudio de la educacin fsica, sa-lud, deporte, recreacin y danza. Son muchas las organizaciones acadmi-cas existentes no obstante se decidi presentar una de las organizaciones ms ampliamente conocidas a nivel internacional reconocida por la UNES-CO, el Comit Olmpico Internacional, el Comit Olmpico Internacional y la Organizacin Mundial de la Salud. Especficamente se centra en el Con-sejo Internacional para la Ciencia del Deporte y la Educacin Fsica (ICSSPE - lnternational Council for Sport Scien-ce and Physical Education) y uno de

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sus grupos de trabajo como lo es el Comit Internacional de Pedagoga del Deporte (ICSP). Igualmente se hace breve mencin al trabajo que reali-zan las organizaciones: FIEP, IAPESGW, AIESEP, IFAPA, ISCPES y ICCE, organiza-ciones estas que tienen una alta credi-bilidad a travs de sus diversas publi-caciones y actividades a nivel global. En Latinoamrica es poco conocida la amplia gama de organizaciones aca-dmicas a nivel mundial relacionadas con la cultura fsica. En muchas de ellas la participacin de latinoameri-canos es limitada y por ende las in-vestigaciories que se desarrollan en la regin. Entendemos que la principal variable es el desconocimiento y la falta de conexiones entre las univer-sidades 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-

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nes acadmicas que agrupan el mundo de la investigacin en estas reas del conocimiento

Palabras-claves: Organizaciones pro-fesionales. Educacin Fsica. Deporte. Investigacin.

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1 INTRODUCCIN

La investigacin es una actividad que se realiza de manera individual o grupal, pero que debe estar conecta-da con redes u organizaciones locales (institutos, universidades), nacional (asociaciones, federaciones, ministe-rios) y a nivel internacional. Esta co-nexin con diversos escenarios ade-ms que permite la visualizacin de los trabajos de investigacin, permite a su vez darle validez al trabajo que se realiza porque esta siendo con-frontado 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 ge-neral la investigacin se inicia en la ctedra o laboratorio y de all se parte para ese intercambio con diversos pa-res acadmicos.

Hay diversas experiencias que nos sealan cmo, a partir de una lnea de investigacin, se han generado di-

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versos trabajos (ARANGUREN, 2008; RAMIREZ, 2003) o nos explican la im-portancia de la creacin de un gru-po 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 orga-nismos (MAYZ; PREZ, 2002). Depen-diendo 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 traba-jo que realizamos. Para lograr esto, es necesario conocer quines trabajan en nuestra rea de conocimiento/investi-gacin a nivel local, nacional e inter-nacional. Las organizaciones acadmi-cas existentes, en particular aquellas que tienen un sistema de membresa y/o publicaciones reconocidas consti-

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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 in-vestigacin y tendencias en nuestra rea particular.

Este trabajo se enfoca en las or-ganizaciones acadmicas que existen a nivel internacional relacionadas con el rea de la actividad fsica que abar-can: Educacin fsica, deporte, recre-acin y activad fsica. Se mencionan algunas porque sera imposible en tan poco espacio hacer referencias a to-das. Se profundiza especificamente en el Consejo Internacional de Ciencias del Deporte y la Educacin Fsica, (ICSSPE por sus siglas en ingls) en vir-tud 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-

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aliza el Comit Internacional de Peda-goga del Deporte, y se hace mencin a las organizaciones que lo conforman.

En diversos pases es poco conoci-da la amplia gama de organizaciones acadmicas a nivel mundial relaciona-das 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 organiza-ciones. Es un ente que agrupa diversas organizaciones internacionales espe-cializadas y nacionales en reas del conocimiento de la actividad fsica.

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2 ICSSPE

El Consejo Internacional para la Ciencia del Deporte y la Educacin Fsica (International Council of Sport Science and Physical Education ICSS-PE) 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 de-porte; se ocupa de las facetas del de-porte en combinacin con la ciencia, la formacin, la educacin, la cultura, la salud (INTERNATIONAL COUNCIL OF SPORT SCIENCE AND PHYSICAL EDUCA-TION, 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

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SCIENCE AND PHYSICAL EDUCATION, 2007), adems de su Comit Ejecutivo tiene la asamblea general de los miem-bros a la cual asisten los presidentes de organizaciones acadmicas asocia-das o su representante, los cuales son los encargados de aprobar las decisio-nes y propuestas del comit ejecutivo. Tiene a su vez el Comit Internacional de Pedagoga del Deporte (ICSP), el Comit Editorial y la reunin de aso-ciaciones. 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 Preolm-picos 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

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de la edicin del 2008 se comenz a denominar ICSEMIS (Olimpiadas de Bei-jing el congreso fue en Guangzhou)) y se comparte la responsabilidad de la organizacin entre el Comit Olmpico Internacional (COI), Comit Paralmpi-co Internacional (IPC) y la Federacin Internacional de Medicina del Deporte (FIMS). El ltimo congreso ICSEMIS se realiz en la ciudad de Glasgow Rei-no 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 relaciona-das con el deporte, la educacin flsica, la recreacin, actividad fisica estudia-dos desde diversas reas del conoci-miento, e.g., desde medicina hasta lingstica, o desde la sociologa hasta la fsica.

El ICSSPE tiene organizaciones in-ternacionales afiliadas de carcter acadmico, profesional y deportivo. A

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travs de su pgina web, boletines, cir-culares, libros (Serie Perspectivas; Sport Science Studies; Sharing Good Practi-ce), material en CD, memorias de even-tos, mantiene informados a sus miem-bros adems de los seminarios, jornadas y conferencias. La ICSSPE supervisa la puesta en prctica de las decisiones acordadas en la MINEPS 111/IV (Confe-rencia Internacional de Ministros y Re-presentantes Oficiales Gubernamenta-les Responsables de la Educacin Fsica y Deporte) relacionadas con el desar-rollo de la Educacin Fsica y Deporte. Est reconocida por la ONU, UNESCO, el COI, la Organizacin mundial para la Sa-lud (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-

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conocidas en sus naciones por ser organizaciones centrales y de gran impacto responsables de la educa-cin 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 depor-tivas internacionales, organizacio-nes culturales, artstica y cientfi-cas 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 ca-tegora A.

d) Institutos, Escuelas de Educacin Superior, Centros de Investigacin

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en las reas de ciencias del depor-te 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 organi-zaciones para que el lector tenga una idea de la diversidad que agrupa ICSS-PE, no obstante para profundizar pue-de indagar directamente en la pgina web:

1 lnternational Society for Compara-tive Physical Education and Sport (ISCPES).

2 Federacin Internacional de Edu-cacin Fsica (FIEP).

3 Asociacin Internacional de Educa-cin Fsica y Deporte para Nias y Mujeres (IAPESGW).

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4 Federacin Internacional para la Educacin Fisica Adaptada (IFAPA).

5 Association lnternationale des Eco-les Superieures dEducation Physi-que (AIESEP).

6 Federacin Internacional de Edu-cacin Fisica (FIEP).

7 lnternational Association for Sport and Leisure Facilities (IAKS).

8 Asociacin Internacional de Infor-macin Deportiva (IASl).

9 Consejo Internacional para la Edu-cacin de Entrenadores (ICCE).

10 Comit Paralmpico Internacional.

11 Sociedad Internacional para el Avance de la Kinantropometra (ISAK).

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12 Sociedad Internacional de Histo-ria de Educacin Fsica y Deporte (ISHPES).

13 Sociedad Internacional de Psicolo-ga del Deporte (ISSP).

14 Asociacin Internacional de Socio-loga 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 Medi-cina Deportiva (FIMS).

19 Asociacin Europea de Gerencia Deportiva (EASM).