Oral presentation boston

OLYMPIC EDUCATION: A social inclusion proposal in Brazil Nelson Todt

Sport and Leisure public policy
Social Inclusion in Brazil
Olympic Education Project – Pierre de Coubertin Brazilian Committee / Tennis Foundation
Introducing the Subject

The public policies are not limited to service implementation as they also include projects of different essence (ethic-policies and pedagogical), comprising different levels of relations between the state and the civil society constitution (SPOSITO & CARRANO, 2003).
Public Policies

Presentation Structure Social Inclusion In Brazil: an Olympic Reality? Education Through Values: The Challenge for an Inclusive Society The Social Inclusion by Sports: The proposal of an Olympic Education The Tennis Foundation case

Social Inclusion In Brazil: an Olympic Reality?

The reduction of Brazilian inequality should constitute an ongoing challenge for all sectors of Brazilian society.
Social Inclusion In Brazil: an Olympic Reality?

Some sectors seek to overcome these challenges through:
(UNESCO, 2006)
The eradication of illiteracy,
Improving the quality of education
Reduction of environmental vulnerability, social conflict and violence, poverty, misery and exclusion
The promotion of cultural diversity
The generalization to the access of new information technologies and communication

The Brazilian Sports Ministry believes that it is their moral duty and ethical pursuit for 'social responsibility', especially in regard to the democratization of access to sport and leisure for childhood and adolescence.

That practice and production of sports generates more health, more balance and is, primarily, an important tool for empowering people to join society in a constructive way.
This idea is supported legally in the Federal Constitution (BRAZIL, 1988).

15 million of Brazilian youths, aged 7-17 years, live in 'social vulnerability’ (IBGE, 2003).

The Sport has assumed in Brazil a place of prominence within the social projects and programs, governmental or not, addressed to poverty young people.

Education Through Values: The Challenge for an Inclusive Society

The demands of our society are diversity in the simultaneous presence of different educational models, representing different concepts of education, of man and of a future society that are planned to be built with this education.
Education Through Values: The Challenge for an Inclusive Society

A central concern of education, in general, has been to reflect and build the way people begin the task of distinguishing between good and evil, between right and wrong, between proper and improper.

Nowadays more than ever, we need to ‘humanize’. Providing meaningful experiences that lead people to learn and grow, encouraging creativity, solidarity and understanding of life.

However human values sound strange, outdated or without a sense…

As a result of this a great paradox is posed: the twentieth century produced advances in several areas of knowledge, but at the same time produced what Morin (2003) calls blindness to global problems, which are fundamental and complex.

The modern values of liberty, equality and solidarity have always been fundamental, as fundamental as the critique of violence that were committed in their name and little concrete realization of these values in capitalist societies.

We are searching a pathway leading to a harmonious and authentic human development.

The Social Inclusion by Sports: the proposal of an Olympic Education

By associating sport with culture and education the Olympism proposes to create a life’s attitude based on the joy of effort, the educational value of good example and respect for universal fundamental ethical principles.
The Social Inclusion by Sports: the proposal of an Olympic Education

It must be clear that the Olympism is a system of principles, values and meanings that tries to expand ideas that are intrinsic to them.

Coubertin considered the Olympism as something beyond simple exercises.
McNeely (1980) refers to ‘Coubertinian’ idealism emphasizing on questions related to the elimination of social injustice.

The inclusion of issues related to Olympism, its recognition as an educational bias may result in potential alternatives for the development of learning and development of the human beings.

How can the Olympic values be brought for discussion and then attached as a part of an Olympic project aimed at Social Inclusion?
How can we proclaim and ‘affix’ universal values, considering cultural and social diversity?

A proposed Olympic Education, based on the recommended values by the Olympic philosophy, may represent an important pedagogical alternative to the issues of social inclusion through the sport.

It seeks to provoke the discussion toward a concrete proposal for Olympic Education, assuming a pioneering initiative in this area in Brazil.

The Tennis Foundation case

The Tennis Foundation’s mission is to promote the development of children and adolescents from the most the private deprived communities.
The Tennis Foundation case

From the experience gained with the nucleus, the work exceeded the four lines of sporting practice.

However, simply providing sport with disregard to education through values would not be sufficient for an effective social inclusion.

In this sense, a partnership with the Pierre de Coubertin Brazilian Committee was created an Olympic Education project.

Working the olympic values with young people, constituting an educational project aimed at social inclusion.

OLYMPIC VALUES:
Respect
Excellence
Friendship

FRIENDSHIP RESPECT EXCELLENCE

From this proposal the Olympic Movement has taken a step forward in order to remedy the difficulties imposed by different social contexts and the discussions about how to work the various meanings attributed to Olympism.

The Olympic Education focused on the Olympic values opens up possibilities to make an education through sports, not to form great athletes, but to form great citizens.

PROJECT RESULTS:
Respect and Friendship values had a significant change
Excellence value had no change.
Olympic Studies Research Group

Final Considerations

Based on Olympism, it can represent a public policy to achieve the goal of a human and social development more fair, equal and fraternal through the sport.

Perhaps the relevance of an Olympic Education may be attained, for a country that is going to host the Olympic Games in 2016 must understand that to develop an Olympic culture much more is needed than just the organization of this huge event.

Thank you for your attention! Contacts : [email_address] [email_address]

Oral presentation boston

by Nelson Schneider Todt

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