Educational policies under negotiation: the institutionalization of physical education in São Paulo’s primary schools (1934-1938)

Abstract

The paper analyzed educational policies concerning physical education in São Paulo’s primary schools between 1934 and 1938, focusing on the role of the Departamento de Educação Física do Estado de São Paulo (Department of Physical Education of the State of São Paulo – DEF-SP) and the Diretoria de Ensino do Estado de São Paulo (Directorate of Education of the State of São Paulo – DE-SP). Based on legislation, school yearbooks, administrative documents, and newspapers, the analysis revealed a series of governmental negotiations aimed at ensuring the institutionalization of school physical education. The study stems from an inquiry that identified significant inequalities in primary education, such as variation in weekly class hours and class sizes, inadequate infrastructure, and a shortage of specialized teachers. To address this shortage, a hybrid model was adopted, in which professionals trained at the Escola Superior de Educação Física (Higher School of Physical Education – ESEF-SP), guided normal-school teachers who had received complementary training. Institutionalization involved multiple strategies, including the creation of training courses, the establishment of specific teaching positions, and the organization of regional inspectorates. The period was marked by disputes over the administrative subordination of teachers, with their linkage to the DEF-SP ultimately prevailing—thus granting specific characteristics to school physical education. Although the number of professionals hired remained insufficient to meet the demands of all state schools, the adopted model consolidated the DEF-SP as the main public agency responsible for managing school physical education. The research concludes that educational policies result from complex negotiations among different actors, rather than from direct governmental actions alone.