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INFORME ALTERNATIVO SOBRE LA SALUD EN AMERICA LATINAfluence, several professionals understand the disciplineof Physical Education as synonymous to sports, depreciatingthe opportunity to include any other kind ofhuman physical movement and activity and/or popularculture.Without overstating, this signifies a compromiseof integral education of human beings in an entiregeneration!Despite numerous advancements concerning pedagogicalpropositions for the innovation of sports invarious fields of professional activity, we have observedthat this new knowledge is still scantily disseminated,and consequently its not rooted, therefore favoring alimited conventional conception of sports. Gramsciand other thinkers believe that when sports in schoolare interpreted as a mere technical process, reproducinghigh-level-performance movement patterns (astheir codes, values, and ahistoric character), they canimpede, from the viewpoint of the dispossessed, theconstruction of a national-peoples program, Hence, toestablish this dialogue among our allies in Latin Americaand the World, we stress our critical position alongsidepredominant academic standpoints. Our renewedvision and discourse have already reached various importantworld and Brazilian Public Health forums.Wewill operate as Physical Education teachers who identifywith a concept that challenges the following realities:that sports operate predominantly as a symbolicexpression of capitalist values: the form of practice andspectacle of workers subject to "Spartan" and inhumaneworkdays; and the audience, who are submitted toan alienated approach that converts life into a spectacleby passive consumers of sports [Pires, 2002].Pedagogic Possibilities in the Teaching ofSports for Human LiberationThe capitalist mode of production has provokednegative transformations in schools, converting theminto social spaces where competition becomes compulsoryin all spheres of human life.Thus, games, whichhave been historically linked to leisure, fun, and thecelebration of life within several cultural contexts,now have turned into modern sports with predeterminedrules and pressure to surmount limits; playingmates having to be treated as adversaries; in brief, thelogic of playing with changes to the logic of playingagainst.From the perspective of Physical Education forhuman liberation, we believe that sports content,should not only consist of objectives for its practice,but also should be studied, reflected upon, understood,and if necessary, transformed [Hildebrandt &Laging, 1986]. Given the importance media currentlyassumes in education for consumption, the sportsproblematic may be understood as a media-createdphenomena of the "spectacle society" in which we live.Sports, considered as a corporal and movementexperience, may be approached from an attitude ofinclusion. From this standpoint the construction/reconstructionof sports content can be created jointlywith those people engaged in the development of rules,techniques, and tactics.This approach would transcendthe logic of exacerbated competition and facilitatethe recovery of the ludic and party nature of thesecultural forms of practice.As teachers, we realize that changing the practiceof sports is not an easy task, since it often impliesconfronting false and legitimate expectations fashionedby the cultural industry throughout the decades.In the construction of sports experiences, fromthe position of human liberation, competition, physicalconditioning exigency, technique and tactic teachingdo not disappear, however they are re-signified. Competitionis modified to not the obligatory anymore,but the necessary to be established with the subjectsin order that all can play [Kunz, 1996].264
Observatorio Latinoamericano de Salud.Physical conditioning will not be acquired anymoreby the present logic that subjects sports workersto the wearing processes of "working burden",imposing on them a high level of sacrifice and pain,starting from training planning prior to playing.As partof the teaching proposal, physical conditioning will beacquired in the playing-the-game experience itself andby being involved in the construction of cultural experiences.Technique does not possess a single definition; ithas served through the history of civilization as oneof humanity’s emancipating elements. Nevertheless,in modern sports the technical issue adopts restrictedmeanings: repetition, homogenization, specialization,and reproduction, taking into account maximumperformanceobjectives. Technique should be aimedtoward facilitating participants to experiment withnumerous possibilities in order to open multiple culturalexperiences during the learning process.Tactic may not simply privilege winning and valuing"the talented" to the detriment of the rest. Playing(means) is the essential, not winning (end). Thetalented may be oriented and stimulated to cooperatewith and be tolerant of those who have not yetachieved the same capacity within the game.Notes for a Project ofHuman Liberation through SportsThus far, we can assert that sports, as a hegemonicpractice modeled by the International OlympicMovement, are part of the expansion process of occidentalcapitalist modernity. It is rich businessmen/womenwho lead this Movement; this space has neverbeen open to the working class.Accordingly, this organizationis a large diffuser of the world-views of thosewho conduct and confer its corresponding moral andintellectual direction [GEIA, 2002].In order to believe that another world is possible,a propos sports practice in favor of the celebrationof life among peoples, and an inversion of prioritieswithin a capitalistic context, is mandatory. If wereview history, we will verify that an internationalworking organization already existed and accomplishedthree significant Olympic events, which werefounded on principles of class solidarity, which nonethelessdid not resist the postwar [GEIA, 2002]. Wethink we will be able to recover this idea and constructan International Cooperative Olympic Movementin the future.To conclude, we indicate a number of assumptionswith the intention of jointly developing the elementsof this proposal, starting from the potentiallydemocratic space of the public school. These are reflectionsinitially stimulated by the historic contributionof a German researcher who lived among us[Dieckert, 1984].● Sports may not be a mere adaptation to the InternationalOlympic Movement phenomenon. Didactictransformations are indispensable, which aim at newanthropologic, philosophic and scientific conceptions,with the goal of creating a new socialist project;● Sports are not limited to competition among excellentathletes; hence, it may be performed independentlyof genuine norms and rules of competitivesports; it may not be narrowly thought of as a masculinefield of practice with elitist values;● Theory and practice may configure studies and educationprocess for Physical Education teachers; it isnecessary to surmount the excessive education ofteachers toward high-level-performance sports,which educates more specialists in Olympic modalities,rather than actually teachers.265
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PEOPLE’S HEALTH ASSEMBLY 2GLOBAL
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LATIN AMERICAN HEALTH WATCHAlternat
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"Our elders taught us that the cele
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12. Neoliberalism, Pesticide Use an
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1Alternative Health Report :A Tool
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Observatorio Latinoamericano de Sal
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Monopoly,Inequity and Health
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INFORME ALTERNATIVO SOBRE LA SALUD
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3The Right to Health and the Free T
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Institutionalizationof Violenceand
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EconomicFundamentalism,Legal Regres
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Life and Healthas Commodities
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Cultural Agresi nUniculturality and
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Biodiversity:Destructionand Monopol
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Section II:THAT OTHER HEALTH POSSIB
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