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The present study aimed to investigate the historical origins of the Philosophy of Physical Education and Sports in Brazil. The writings of Inezil Penna Marinho, former Professor of the University of Brazil between 1945 and 1984, were the first on this specific content in Brazil. Data collection resulted in six thematic categories, namely "Comments on Translated Fragments", "Philology of Physical Education and Sports", "Games, Hedonism and Transfiguration", "Leisure and Axiology", "Philosophy of Curricular Physical Education", and "Metaphysics of Brain". Marinho was an Eclectic, Foundationalist, and Casuistic philosopher. In his texts, Physical Education got ethical, axiological, aesthetical, epistemic, psychoanalytical, educational, political, and metaphysical attributes. Additionally, Marinho developed dialogues with authors from Aristotelianism, Platonism, Renaissance, Enlightenment, Evolutionism, Empirism, Freudism, Critical Theory, Hedonism, Platonic Theology, Stoicism, Cartesianism, and Bergsonism. Five classical issues appeared in his production: happiness as a transcendental demand; nature of the correspondence between language and reality; duality mind-body; historical conflict between freedom and domination; constitution of the subject. For him, gymnastics seemed to be higher in axiological importance than sports, games, and general physical activity. This result shows that the Philosophy of Physical Education and Sports in Brazil has its own traditions. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the historical origins of the Philosophy of Physical Education and Sports in Brazil. The writings of Inezil Penna Marinho, former Professor of the University of Brazil between 1945 and 1984, were the first on this specific content in Brazil. Data collection resulted in six thematic categories, namely “Comments on Translated Fragments”, “Philology of Physical Education and Sports”, “Games, Hedonism and Transfiguration”, “Leisure and Axiology”, “Philosophy of Curricular Physical Education”, and “Metaphysics of Brain”. Marinho was an Eclectic, Foundationalist, and Casuistic philosopher. In his texts, Physical Education got ethical, axiological, aesthetical, epistemic, psychoanalytical, educational, political, and metaphysical attributes. Additionally, Marinho developed dialogues with authors from Aristotelianism, Platonism, Renaissance, Enlightenment, Evolutionism, Empirism, Freudism, Critical Theory, Hedonism, Platonic Theology, Stoicism, Cartesianism, and Bergsonism. Five classical issues appeared in his production: happiness as a transcendental demand; nature of the correspondence between language and reality; duality mind-body; historical conflict between freedom and domination; constitution of the subject. For him, gymnastics seemed to be higher in axiological importance than sports, games, and general physical activity. This result shows that the Philosophy of Physical Education and Sports in Brazil has its own traditions. [ABSTRACT FROM AUTHOR]

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El artículo se trata de la condición del estudio de filosofía en Brasil durante el siglo 21, enfocándose en la concepción falsa que no hay problema dentro del campo. El autor opina que los estudiantes brasileños de la filosofía necesitan espacio para pensar y estudiar y comenta en la importancia de las nociones de filosofía y profesionalización y las cuestiones de nación, particularmente del pasado de la filosofía brasileña.

The following article has as the main concern and tendency to think and offer some ideas on the Teaching of Philosophy in Brazil and historically conceptions constructed about the philosophy, this constituting itself a challenge to Brazilian education and the formation of people. It is pertinent to the conciliation in the Teaching of Philosophy, from the History of Philosophy, the philosophize and not to join immediately to philosophical systems and their conceptions, but that is structured from the real problems of each situation and experienced in education space and society in general as an macrostructure that requires reflection about your problems. Note that, during the 500 years of education in Brazil, especially in this aspect of Teaching Philosophy characteristics with respect to the concerns and the philosophical problems have been modified, initially, a more obedient to the rules, passing, sometime later, the valorization of polemic and, finally, the systematization of reality and reflection of the real problems faced by a society such as the Brazilian. In this sense, it is proposed to understand and analyze the Teaching of Philosophy in both, the primary and secondary education and, especially, in the university. [ABSTRACT FROM AUTHOR]

This paper aims to argue how education might be considered and practised if not under the logic of the formation of childhood. As such, it puts into question the traditional way of considering children as representing adults' opportunity to impose their own ideals, and considering education to be an appropriate instrument for such an end. More specifically, it considers how the purposes of practising philosophy with children might be affirmed as other than in the service of the social and political education of childhood. This complex issue calls for a redefinition, not only of philosophy and education, but also of childhood itself. Several ancient (Heraclitus) and contemporary (Deleuze, Lyotard) philosophical contributions are offered in order to reflect on new concepts and vocabularies for childhood. What they have in common is a non-chronological concept of childhood-one that considers the child under the sign of aión rather than chrónos, and therefore as something inherently constitutive of human life, which therefore could never be abandoned, forgotten or overcome. As an example of this deterritorialisation of the relation between childhood and education, a practical project undertaken in a couple of public schools in the environs of Rio de Janeiro and its environs is presented, in which a strong emphasis is placed on the concept of the 'experience of philosophical thinking'. The paper unpacks each of these three terms-experience, philosophy, and thinking-appealing to Foucault, Deleuze and Hadot for conceptual reconstruction. In addition, some basic pedagogical assumptions that informed this project are presented in the context of two philosophers who inspired it-Socrates and Jacques Rancière. The last section of the paper reflects on how the practice of mainstream schooling seems actually hostile to the experience of philosophical thinking, thus challenging the practitioners to encounter the pedagogical space of the mainstream as if it were possible to establish a new educational relationship to childhood there, and to work fully expecting what cannot be predicted. [ABSTRACT FROM AUTHOR]