Show Summary Details

Page of

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 04 November 2024

Biotypology, Body, Sex, Gender, and Sports in the Formation of Physical Education Teachers in Uruguay, 1948–1967locked

Biotypology, Body, Sex, Gender, and Sports in the Formation of Physical Education Teachers in Uruguay, 1948–1967locked

  • Paola Dogliotti MoroPaola Dogliotti MoroUniversidad de la República Uruguay
  • , and Evelise Amgarten QuitzauEvelise Amgarten QuitzauUniversidade Federal de Viçosa

Summary

Biotypology was the Latin branch of eugenics. In Uruguay, biotypology had mainly instrumental and practical implementations in physical education and sports. Between 1948 and 1967, it was part of the Academic Programmes incorporated into the Higher Institute of Physical Education teacher training curricula and influenced other subjects taught at the institute. The work of Italian physician Nicola Pende was highly influential on Uruguayan biotypology. Many Higher Institute of Physical Education students produced degree theses explicitly based on Pende’s ideas. In these theses, there is an articulation between biology and psychology to determine and adapt physical education to different stages of individual development. Biomedical knowledge, mainly based on endocrinology, was used to determine the most suitable bodily practices for men and women. This knowledge was also used to assess normality standards for men and women, establishing the “normal” behavior, exercises, and physical performances that should be observed and trained by physical education teachers. Thus, the most practical and evident expression of eugenics in the field of physical education and sport in Uruguay was developed based on biotypological premises through a specific local and instrumental translation shaped by a mixture of measuring instruments and techniques, rates, and coefficients of Latin origin (influenced by Nicola Pende’s ideas), complemented with anthropometric measurements of Saxon influence. These premises directly impacted the students’ ideas on physical exercise, health, sport, and gender. Uruguayan biotypology’s postulates promoted a differentiated, binary, exclusionary physical education between men and women. It delineated specific body types for each one and particular ways of being, behaving, and moving that placed women in a lower hierarchy, which was reinforced and articulated with other social inequalities.

Subjects

  • Education and Society
  • Education, Gender, and Sexualities

You do not currently have access to this article

Login

Please login to access the full content.

Subscribe

Access to the full content requires a subscription