REVIEW ARTICLE
Recontextualization of Nomad Theories in the Development of Physical Education in France and Argentina, 1880-1940
Angela Aisenstein2, Jacques Gleyse*, 1
Article Information
Identifiers and Pagination:
Year: 2016Volume: 9
First Page: 114
Last Page: 134
Publisher ID: TOSSJ-9-114
DOI: 10.2174/1875399X01609010114
Article History:
Received Date: 09/09/2015Revision Received Date: 20/01/2016
Acceptance Date: 23/06/2016
Electronic publication date: 31/08/2016
Collection year: 2016
open-access license: This is an open access article licensed under the terms of the Creative Commons Attribution-Non-Commercial 4.0 International Public License (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/legalcode), which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.
Abstract
This paper compares the ways in which Nomad discourses on the need to educate the human body were adopted and adapted with the development of physical education as a school subject in France and Argentina between 1880 and 1940. The history of physical education during the nineteenth and twentieth centuries shows that many educational systems were created for educating the human body [1] as a special subject. The similarities between different countries in terms of the institutional context in which physical education was promoted, the scientific arguments that justified the need for physical education and the design of similar bodily practices aimed at educating the human body, support the claims made in neo-institutional theories about “world institutionalization of education” [2].
