Name: THAYSE MAYAN ALARCON FERREIRA
Publication date: 01/10/2018
Advisor:
Name |
Role |
|---|---|
| OTÁVIO GUIMARÃES TAVARES DA SILVA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| LIANA ABRÃO ROMERA | Internal Examiner * |
| OTÁVIO GUIMARÃES TAVARES DA SILVA | Advisor * |
Summary: The Olympic Education is the proposal to systematize an education in values through sport, based on the Olympic Movement. This has two important characteristics, that of the humanist foundation and the universality. The internationalist project of Coubertin came to develop from the Olympic Movement, this in turn, has a set of values declared, called Olympism. It alludes to the pedagogical and philosophical dimensions of the Olympic Movement, so it is presented as a set of ideas, principles and values. Emphasize the author Roland Naul (2008), who based on the way in which the pedagogical contents and the activities are worked out, proposes four approaches referring to programs of Olympic Education: [1] Knowledge-oriented approach; [2] Experiential approach; [3] Approach physical achievement through effort; and [4] Life-oriented approach. In the 1960s, the Critical Theory of Sport arises, which questions sport as a strictly positive element from a pedagogical and social point of view, and as a consequence questions the Olympic ideal. To that arises a movement that opposes, called Positive Theory of Sport. It understands sports as a modern social phenomenon, which has different meanings and meanings. In this way, the expansion of the Olympic Movement united the educational role of sport to the values of modern society. Therefore, the research intends to know the methodologies and systematizations used in Olympic Education projects in countries of Ibero-America. A second objective is to investigate the existence of some influence of the Rio 2016 Olympic Games in the initiatives of Olympic Education in Ibero-America. The methodological path is a qualitative descriptive study (RICHARDSON, 1999).A questionnaire was sent to the different Olympic Academies of the Ibero-American countries, obtaining a response from: Argentina, Colombia, Ecuador, Guatemala and Puerto Rico. Soon, the leaders of the five National Olympic Academies were interviewed, to better know the projects in development. From the didactic approaches of Naul we perceive that the knowledge-oriented approach is the most frequent within the projects. Thus, most of the time, they limit their educational proposal to the transmission of names, dates, facts, narratives and histories. There is an interest on the part of all programs to work with university students and teachers as content replicators. The social contexts vary from country to country, so it is necessary that each activity developed by the Olympic Academies respect these differences in order to achieve their goals of dissemination of knowledge about the Olympic Movement and with that their values.
Keywords: Olympic Education; Olympic Movement; Olympic values; Olympic Education Projects.
