A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854)
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/17223 |
Resumo: | Physical Education’s historiography has hardly approached initiatives that aimed physicist’s formation in Brazil in the first half of the 19th century. Although there are efforts within the field to understand the systematized bodily practices such as gymnastics, dance and games, there were few initiatives about facing physical education on its larger concept. The central concern of this thesis was to investigate the process of configuring physical education and its relations with the construction of the Brazilian nation process between 1823 and 1854, focusing on those that occurred in the city of Rio de Janeiro. The historical delimitation had occurred through the analyzed documentation, initially corresponding to the year in which physical education occurs for the first time in the researched documentation, linked to the repercussions of the first constituent; ended with Couto Ferraz Reform (1854), in which gymnastics and dance became mandatory practices. For this study we chose a set of documents, which includes several periodicals in circulation in Rio de Janeiro’s city, Minister of the Empire reports, different types of legislation, institutions’ statutes, manuals and books about physical education. The thesis is organized into three chapters. In chapter 1 – “Em movimento”, we analyze the various uses for the concept of physical education. We seek to demonstrate the amplitude and circularity that this formation strategy has achieved and how it could be used as a sign of distinction between historical agents. In chapter 2 – “Em impressão”, we presented and discussed doctrinal aspects related to physical education. We focus a special attention to the manuals and books dedicated to this theme, in circulation in the city of Rio de Janeiro. It was possible to notice that nature was considered as the north of physical education prescriptions, however, a nature controlled by science and medical knowledge. We also discussed how the standardization of a Brazilian physical education was seen as one of the keys to forming Brazil and its population, being often seen as the first education. In chapter 3 – “Em prática”, we described and discussed some experiences and institutional propositions for physical education, demonstrating that it has been the object of concern in a set of different institutions with formative characteristics. In schools, nursing homes and entertainment spaces, physical education would act as a way to build more robust and productive bodies, being seen as a useful and pleasant strategy to forge necessary bodies for the Brazilian nation in formation. As final words we defend that physical education was circulating in Brazil and, especially, in Rio de Janeiro. It was a distinctive and modernizing element articulated in the construction of a nation in dialogue with the precepts of science and hygiene, elements considered relevant to form its population and create Brazil. |
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Gondra, José Gonçalveshttp://lattes.cnpq.br/6103523487830536Limeira, Aline de Moraishttp://lattes.cnpq.br/4497441402915446Cupolillo, Amparo Villahttp://lattes.cnpq.br/5482837394103537Moreno, Andreahttp://lattes.cnpq.br/4983945900663400Góis Junior, Edivaldohttp://lattes.cnpq.br/3126832317253330http://lattes.cnpq.br/9983111807467730Santos, Felipe Lameu dosfelipelameu@gmail.com2022-03-08T14:54:49Z2021-05-18SANTOS, Felipe Lameu dos. A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854). 2021. 200 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021.http://www.bdtd.uerj.br/handle/1/17223Physical Education’s historiography has hardly approached initiatives that aimed physicist’s formation in Brazil in the first half of the 19th century. Although there are efforts within the field to understand the systematized bodily practices such as gymnastics, dance and games, there were few initiatives about facing physical education on its larger concept. The central concern of this thesis was to investigate the process of configuring physical education and its relations with the construction of the Brazilian nation process between 1823 and 1854, focusing on those that occurred in the city of Rio de Janeiro. The historical delimitation had occurred through the analyzed documentation, initially corresponding to the year in which physical education occurs for the first time in the researched documentation, linked to the repercussions of the first constituent; ended with Couto Ferraz Reform (1854), in which gymnastics and dance became mandatory practices. For this study we chose a set of documents, which includes several periodicals in circulation in Rio de Janeiro’s city, Minister of the Empire reports, different types of legislation, institutions’ statutes, manuals and books about physical education. The thesis is organized into three chapters. In chapter 1 – “Em movimento”, we analyze the various uses for the concept of physical education. We seek to demonstrate the amplitude and circularity that this formation strategy has achieved and how it could be used as a sign of distinction between historical agents. In chapter 2 – “Em impressão”, we presented and discussed doctrinal aspects related to physical education. We focus a special attention to the manuals and books dedicated to this theme, in circulation in the city of Rio de Janeiro. It was possible to notice that nature was considered as the north of physical education prescriptions, however, a nature controlled by science and medical knowledge. We also discussed how the standardization of a Brazilian physical education was seen as one of the keys to forming Brazil and its population, being often seen as the first education. In chapter 3 – “Em prática”, we described and discussed some experiences and institutional propositions for physical education, demonstrating that it has been the object of concern in a set of different institutions with formative characteristics. In schools, nursing homes and entertainment spaces, physical education would act as a way to build more robust and productive bodies, being seen as a useful and pleasant strategy to forge necessary bodies for the Brazilian nation in formation. As final words we defend that physical education was circulating in Brazil and, especially, in Rio de Janeiro. It was a distinctive and modernizing element articulated in the construction of a nation in dialogue with the precepts of science and hygiene, elements considered relevant to form its population and create Brazil.A historiografia da Educação Física pouco abordou as iniciativas voltadas para a formação do físico no Brasil da primeira metade do século XIX. Embora existam esforços no interior desse campo para compreender práticas corporais sistematizadas, tais como a ginástica, dança e jogos, poucas foram as iniciativas em tratar essa temática em seu conceito mais amplo. A preocupação central desta tese foi investigar o processo de configuração da educação physica e suas relações com os processos de construção da nação brasileira entre 1823 e 1854, tendo como foco as discussões ocorridas na cidade do Rio de Janeiro. O recorte histórico se deu a partir da documentação analisada. O marco inicial corresponde ao ano em que foi verificada a primeira ocorrência do termo educação physica na documentação pesquisada, atrelada às repercussões dos debates ocorridos durante a primeira Assembleia Nacional Constituinte (1823). O recorte final remete à Reforma Couto Ferraz (1854), na qual a gymnastica se tornará um saber obrigatório nas escolas primárias e secundárias da capital do Império brasileiro. Para esse estudo, elegemos um conjunto documental, que inclui diversos impressos periódicos em circulação na cidade do Rio de Janeiro, relatórios do Ministro dos Negócios do Império, legislação, estatutos de instituições, manuais e livros. A tese se encontra organizada em três capítulos. No capítulo um, interrogamos e analisamos os diversos usos do conceito de educação physica, buscando demonstrar a amplitude e a circularidade que tal estratégia formativa alcançou (ou procurou alcançar) e como poderia ser utilizada como sinal de distinção por determinados agentes históricos. No capítulo dois, indagamos, apresentamos e discutimos aspectos doutrinários relativos à problemática central desse estudo, atentos, especialmente, ao que circulou por meio de manuais e livros dedicados a esse tema. Com esse investimento, foi possível perceber que a natureza era considerada como norte para as prescrições sobre a physica a ser educada pela ciência, em especial, o saber médico. Procuramos, ainda, discutir a normatização dessa atividade integrada a outros saberes e uma das chaves necessárias para formar o Brasil e sua população, sendo, frequentemente, representada como “a primeira educação”. No capítulo três, localizamos e analisamos algumas propostas e experiências institucionalizadas destinadas a esse tipo específico de saber, demonstrando como foi convertido em objeto de preocupação de um conjunto de instituições com diferentes características formativas. Nas escolas, asilos e espaços de divertimento, esse tipo de ação e saber atuaria como forma de construir corpos mais robustos e produtivos, sendo vista como uma estratégia “útil e agradável” para forjar corpos necessários para ajudar a construir a jovem nação brasileira. E, como palavras finais, procuramos sustentar que o debate a respeito da educação physica esteve presente no processo de construção do Estado nacional, como um elemento distintivo e associado à projetos modernizadores, em diálogo com os preceitos da ciência, da higiene e da educação integral; princípios e racionalidades tidos como relevantes e necessários para formar as populações e inventar o Brasil, ainda que, nesse complexo processo, esse tipo de experiência tenha sido negada à parcelas importantes da população.Submitted by Mariangela CEH/A (marianfig@gmail.com) on 2022-03-08T14:54:49Z No. of bitstreams: 2 Disseração - Ana Carolina Areias Nicolau Siqueira - 2019 - Completa.pdf: 1428243 bytes, checksum: 891f9cd7a619aa145755b2be592756d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-03-08T14:54:49Z (GMT). No. of bitstreams: 2 Disseração - Ana Carolina Areias Nicolau Siqueira - 2019 - Completa.pdf: 1428243 bytes, checksum: 891f9cd7a619aa145755b2be592756d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2021-05-18application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessBodyHygieneNationEducationCorpoHigieneNaçãoEducaçãoRio de JaneiroCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOA “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854)The “natural and first education”? 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dc.title.por.fl_str_mv |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) |
dc.title.alternative.eng.fl_str_mv |
The “natural and first education”? Physical Education in Brazilian nation formation (1823-1854) |
title |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) |
spellingShingle |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) Santos, Felipe Lameu dos Body Hygiene Nation Education Corpo Higiene Nação Educação Rio de Janeiro CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
title_short |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) |
title_full |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) |
title_fullStr |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) |
title_full_unstemmed |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) |
title_sort |
A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854) |
author |
Santos, Felipe Lameu dos |
author_facet |
Santos, Felipe Lameu dos felipelameu@gmail.com |
author_role |
author |
author2 |
felipelameu@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gondra, José Gonçalves |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6103523487830536 |
dc.contributor.referee1.fl_str_mv |
Limeira, Aline de Morais |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4497441402915446 |
dc.contributor.referee2.fl_str_mv |
Cupolillo, Amparo Villa |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5482837394103537 |
dc.contributor.referee3.fl_str_mv |
Moreno, Andrea |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4983945900663400 |
dc.contributor.referee4.fl_str_mv |
Góis Junior, Edivaldo |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3126832317253330 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9983111807467730 |
dc.contributor.author.fl_str_mv |
Santos, Felipe Lameu dos felipelameu@gmail.com |
contributor_str_mv |
Gondra, José Gonçalves Limeira, Aline de Morais Cupolillo, Amparo Villa Moreno, Andrea Góis Junior, Edivaldo |
dc.subject.eng.fl_str_mv |
Body Hygiene Nation Education |
topic |
Body Hygiene Nation Education Corpo Higiene Nação Educação Rio de Janeiro CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
dc.subject.por.fl_str_mv |
Corpo Higiene Nação Educação Rio de Janeiro |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
description |
Physical Education’s historiography has hardly approached initiatives that aimed physicist’s formation in Brazil in the first half of the 19th century. Although there are efforts within the field to understand the systematized bodily practices such as gymnastics, dance and games, there were few initiatives about facing physical education on its larger concept. The central concern of this thesis was to investigate the process of configuring physical education and its relations with the construction of the Brazilian nation process between 1823 and 1854, focusing on those that occurred in the city of Rio de Janeiro. The historical delimitation had occurred through the analyzed documentation, initially corresponding to the year in which physical education occurs for the first time in the researched documentation, linked to the repercussions of the first constituent; ended with Couto Ferraz Reform (1854), in which gymnastics and dance became mandatory practices. For this study we chose a set of documents, which includes several periodicals in circulation in Rio de Janeiro’s city, Minister of the Empire reports, different types of legislation, institutions’ statutes, manuals and books about physical education. The thesis is organized into three chapters. In chapter 1 – “Em movimento”, we analyze the various uses for the concept of physical education. We seek to demonstrate the amplitude and circularity that this formation strategy has achieved and how it could be used as a sign of distinction between historical agents. In chapter 2 – “Em impressão”, we presented and discussed doctrinal aspects related to physical education. We focus a special attention to the manuals and books dedicated to this theme, in circulation in the city of Rio de Janeiro. It was possible to notice that nature was considered as the north of physical education prescriptions, however, a nature controlled by science and medical knowledge. We also discussed how the standardization of a Brazilian physical education was seen as one of the keys to forming Brazil and its population, being often seen as the first education. In chapter 3 – “Em prática”, we described and discussed some experiences and institutional propositions for physical education, demonstrating that it has been the object of concern in a set of different institutions with formative characteristics. In schools, nursing homes and entertainment spaces, physical education would act as a way to build more robust and productive bodies, being seen as a useful and pleasant strategy to forge necessary bodies for the Brazilian nation in formation. As final words we defend that physical education was circulating in Brazil and, especially, in Rio de Janeiro. It was a distinctive and modernizing element articulated in the construction of a nation in dialogue with the precepts of science and hygiene, elements considered relevant to form its population and create Brazil. |
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2021 |
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2021-05-18 |
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2022-03-08T14:54:49Z |
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SANTOS, Felipe Lameu dos. A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854). 2021. 200 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17223 |
identifier_str_mv |
SANTOS, Felipe Lameu dos. A “natural e primeira educação”? Educação physica e formação do Brasil (1823-1854). 2021. 200 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
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Universidade do Estado do Rio de Janeiro |
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