Recontextualization of Nomad Theories in the Development of Physical Education in France and Argentina, 1880-1940

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].