The Physical Education

To the ending of the World War I a new model appears specifically of the Education and of the Physical Education, called New, deriving School of the United States and fixing roots in our country in opposition to the model of the time (traditional), it had as objective main the respect to the personality of the child, aiming at to develop it integrally. The speech predominantly in the Physical Education starts to be now ' ' The Physical Education is a way of Educao' '. It is noticed then, for the speech, that the Physical Education of the valuation of the biological one yields the space for the partner-cultural one, even so the practical one is the same one (DARIDO, 1999). For Cury (1984) cited by Betti (1991, p.129): The ideas of the new educators had entered directly in conflict with the positions of the Church, traditionally detainer of a paper of prominence in the Brazilian education. The teses more fought by the catholics had been the laity of education, the co-education of the sexos and the monopoly of the education for the State.

With the Constitution of 1937, the authoritarian government of Vargas arrived to explicitar the obligatoriness of Physical Education in the school, therefore to morally develop, to fortify physically and the individual, was one of the functions to be played for this disciplines in the educational system (BETTI, 1991). Already with the Reformation Capanema, the Physical Education also became obligator all the pupils of secondary education up to 21 years of age, becoming requirements to commercial, industrial and agricultural education, not demanding in the supplementary primary course. In this direction it perceived that this obligatoriness searched beyond promoting the necessary physical adestramento to the rule of a reliable youth of its duties stops with the economy, having for approaches the integral personality of the adolescents, the patriotic conscience and conscience humanist providing an intellectual preparation of general form. .