Class History Of Physical Education and Sports

What gives value to past facts is the possibility of being considered not as a dead past but as a past alive. Understand historically the past is to incorporate the knowledge of experiments, is to learn from what we've done and servirmo us this knowledge so we can intervene decisively in the development process. It is not a matter of simply narrating-describe events or, to appeal to a feeling dweller (or romantic), around certain memories, but to develop a critical thinking so we know who we are, where we are and where we want to and we must go. Thought us and discovered in historical thought. We need to understand the changes, this is the thought expressed in the resolution of problems that have marked our constitutive process and, thus, what we are. It is essential to capture this process in such a way that breaks the traditional division between the past, present and future.

1. The importance of history in the process of knowledge. The concept of education, physical education, sports, culture and society:

1.1-the nature and the culture. The notion of bodily techniques;

1.2-physical education and sport in the general framework of education and culture.

2. The physical activities and education in the primitive community, antiquity and middle ages:

2.1-physical activities within the framework of classical culture.

3. The humanist movement and physical education:

3.1-the realistic education. The empiricism and naturalism.

4. The pedagogical thinking in physical education and sport:

4.1-the precursors of physical education and sport in the European context.

5. The Hygienism, exercise and health in Portugal:

5.1. The life, death and the pleasure in Modern Portugal;

5.2. The curriculum in Portugal medicalization.

6 the training of physical education teachers in Portugal:

6.1-The different institutions and different conceptions of formation.

7. The Olympic Games;

We have selected master classes, theoretical-practical and tutorial guidance. With the master classes, the theoretical framework of discipline, using for this the techniques considered most appropriate. In these classes, presents a conceptual framework that underlies and helps the student in your research. On the theoretical and practical classes are texts, there are worksheets, etc. giving students an active role as a builder of your own learning. The student has success if you get the final 9.5 Note values, and may not have any of the evidence below note 7, 5v. The final ranking will be obtained from the following weights (see evaluation standards at the end of the document): 2 Frequencies – individual achievement (50%); Two oral presentations of a historical problem – holding Group (15%), Portfolio – individual achievement (15%), group work (20%).

Braudel, F. (1986). História e ciências sociais. Lisboa: Editorial Estampa.

Brás, J. (2008). A higiene e o governo das almas: o despertar de uma nova relação. Revista Lusófona de Educação, 12, 113-138. http://revistas.ulusofona.pt/index.php/rleducacao/article/view/614

Brás, J. V., Gonçalves, M. N. (orgs.) (2013). O Corpo – Memória e identidade. Lisboa: Edições Universitárias Lusófonas. ISBN: 978-989-8512-68-0.

Crespo, J. (1990). A História do Corpo. Lisboa: Difel.