REVIEW ARTICLE


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



Angela Aisenstein2, Jacques Gleyse*, 1
1 San Andrés University/National University of Luján, Buenos Aires, Argentina
2 Montpellier University and Paul Valery University Montpellier. ED 58.2 place Marcel Godechot 34092, Montpellier Cedex 5, France


© Aisenstein and Gleyse; Licensee Bentham Open

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.

* Address correspondence to this author at the San Andrés University/National University of Luján, Buenos Aires, Argentina; E-mail: jacques.gleyse@orange.fr


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].

Keywords: History, Internationalization, Indigenization, Nomad practices and theories, Physical education.