A Educação Física Desportiva Generalizada no Brasil: princípios e sistematizações de um método de ensino em circulação (1952-1980)

Abstract

This study deals with the presence of Physical Education Generalized Sport (PEGS) in Brazil in the 1950s, 1960s and 1970s. Recognized at the 1950s as a teaching method involved in a pedagogical renewal intended by the area, the PEGS became recurrent topic of teaching, publications and debates in the spaces of teacher training and performance. For the writing of this history, it was sought to understand how the principles and pedagogical ideas concerning the Physical Education Generalized Sport circulated and were appropriated in the Brazilian educational context from the 1950s, especially with regard to teacher training. It was also interesting to know the ways in which this form of teaching organization became a methodological reference for Brazilian Physical Education in the 1950s, 1960s and 1970s, as well as to understand its possible transformations throughout this period. The motivation of this study was the recognition that the representations of Physical Education Generalized Sports built in the Brazilian education were marked by two perspectives. A first that characterized it as a propulsive of the beginning of the sportivization of Physical Education at school and a second that understood it as a renewal method, that is, a reaction against the old gymnastic methods until then in vogue in Brazil. These representations drew attention to reflect on the importance given to the PEGS in the conformation of the school field of Brazilian Physical Education and the role of teacher Auguste Listello, author and mediator of the proposal, in its circulation and appropriation. In the narrative construction, the debate regarding the updating and expansion of the teachers' knowledge in the 1950s presented itself as a possibility to develop and modernize Brazilian Physical Education, provoking in the area the desire to produce and/or to look for new teaching methods that could contribute to this process. In this movement, the PEGS presented itself as an important reference, given its link with French Physical Education. The centrality of the sport in this proposal also showed a differential: with its codes and modes of action, it gradually took a prominent place in this project because it announced expensive values the configuration of the area in that period as the sense of collectivity, body discipline and efficiency. Auguste Listello was also of paramount importance. The action of this subject and his understanding as a mediator also allowed us to think about the practices of transformation carried out from the meeting between a proposal of teaching Physical Education elaborated in France and the Brazilian educational context. It was possible to perceive the proposal's continuities and transformations throughout these almost thirty years, as a result of a exchange movement of ideas and experiences between the Brazilian Physical Education and the representative of the PEGS, Auguste Listello. Thus, the representations produced and put into circulation on PEGS were identified at the same time as a cultural product and producer of meanings of the process of constitution of the field in the analyzed period. As a vestige of this exchange movement is the production and publication of the book called Education for physical, sports and leisure activities (1979), written by Listello, especially designed for Brazilian teachers