Olimpianos - Journal of Olympic Studies

Journal Information
EISSN : 2526-6314
Published by: Olimpianos - Journal of Olympic Studies (10.30937)
Total articles ≅ 94

Latest articles in this journal

Waleska Vigo Francisco, Juliana Ferreira dos Santos, Katia Rubio
Olimpianos - Journal of Olympic Studies, Volume 6, pp 93-106; https://doi.org/10.30937/2526-6314.v6.id143

This article aims to discuss some forms of silencing experienced by LGBTQIA+ athletes in Olympic sport. Escaping from an official Olympic history that, in most cases, excludes these experiences, we will bring the biographical narratives of participants from different Olympic editions to explore the theme. In addition to highlighting our understanding of the application of this method to the LGBTQIA+ population, we have separated the text into two other parts. In the first one, we discuss the abyss between freely narrating one’s own experiences and the social atmosphere violent, dehumanizing and stereotyped that prevents certain issues (in particular that of the so-called self-assertion of identity) from emerging from LGBTQIA+ narratives. Soon after, we highlight how the Olympic regiments place athletes in subordinate conditions at the same time that they depreciate any political actions. To end the article, we will consider the concealment of issues related to the LGBTQIA+ experience as a vestige of the processes of censorship and/or trauma experienced throughout the athletic career, and no less a response to contemporary media exaggeration and its profit from speculation.
André Almeida Cunha Arantes
Olimpianos - Journal of Olympic Studies, Volume 6, pp 45-59; https://doi.org/10.30937/2526-6314.v6.id153

This research aimed to analyze five decades of Brazilian School Games and verify if there is a modus operandi common to the different periods of this event. The technique used to carry out this study was documentary research. Official bulletins and regulations of the Brazilian School Games from 1969 to 2021 were selected. This material was obtained from the libraries and websites of the Ministry of Sports, the Olympic Committee of Brazil - COB, the Integrated Physical Education Center of the Federal District - CIEF and the Brazilian Confederation of School Sports - CBDE. For the analysis of the documents, the periodization of the Brazilian School Games was used according to the oscillations of the national policy and of the funding source units, organization, participation of public and private entities, representation and age group. The current modus operandi is the result of several contributions at different times. From the creative effort and capacity for articulation of the 70s, the contributions of the 80s that resulted in the creation of the Indigenous Peoples Games and School Paralympics, the rapprochement with the Brazilian Olympic Committee in the 90s, the rapprochement with the school segment at the beginning of 2000, of specific legislation for the perennial funding of games started in 2005 and finally of the organization of the event by a representative entity of the school segment in 2021.
Guilherme Silva Pires de Freitas
Olimpianos - Journal of Olympic Studies, Volume 6, pp 129-143; https://doi.org/10.30937/2526-6314.v6.id142

Seeking once again to approach society's demands, the International Olympic Committee uses the Olympic Agenda 20+20 as a resource to talk to the international community and face the challenges of the coming years. An ambitious initiative approved by the IOC Executive Committee in 2014, the Olympic Agenda 20+20 aims to strengthen the role of sport in society and bring it closer to the agendas that have been debated in this 21st century. One of these themes is the issue of refuge and migratory flows. With 82.4 million refugees around the world, according to the United Nations High Commission for Refugees, the IOC, through the Olympic Solidarity program and the Olympic Refugee Team, aims to support athletes in these conditions, guaranteeing these people the right to practice sports , as seen in the Olympic editions of Rio-2016 and Tokyo-2020. This brief article seeks to analyze how the IOC, even though it is an entity with an aristocratic and Eurocentric profile, manages to maintain its international prestige through its historic diplomatic skills and the importance that the Olympic Games represent.
Bruno José De Queiroz Brito
Olimpianos - Journal of Olympic Studies, Volume 6, pp 31-44; https://doi.org/10.30937/2526-6314.v6.id139

Since its first realization more than a century ago, the Olympic Movement of the Modern Era reveals a close relationship with the dynamics of society, as it has been involved in extra-sporting situations that have altered its course and determined new points of view. Coubertin's idea, from the beginning, was for a grand event, different from amateur competitions, that would attract the attention of the public, especially young people. Since its conception in 1896, the Modern Olympics have grown and gained their own symbols and rituals, becoming a mega event and a big business. Thus, the Games have been idealized with the premise of increasingly larger spectacles, a fact that is due, among other factors, to media coverage. The purpose of this bibliographical research study is to discuss the historical transformations that took place with the emergence and holding of the Olympic Games in the Modern Era, as well as to identify the relations existing in the changes that took place in the holding of this sporting phenomenon and the media. Analyzing the historical course of the Olympics and its relationship with the media may allow us to understand the denial of its original ideology, or at least, the shaking in the belief of the Games as a ‘pure’ competition, clean of political and commercial interests, directed to the magnifying of the universal physical culture.
Andreza Rodrigues Marreiros de Sousa
Olimpianos - Journal of Olympic Studies, Volume 6, pp 118-128; https://doi.org/10.30937/2526-6314.v6.id140

Sport within the school context is the object of frequent questioning in relation to its true educational function – there is still a reductionist look at the phenomenon, understanding it as something excluding. In this sense, we will not deal with sport as one of the contents of the Physical Education curriculum, but as a practice that must occur after school hours. Therefore, the objective of the present essay is to point out a series of possibly fruitful ideas about sport at school, as well as correlations with studies in the field of comparative education.
Lucas Sertorio Carrascoza, Sérgio Roberto Silveira
Olimpianos - Journal of Olympic Studies, Volume 6, pp 15-30; https://doi.org/10.30937/2526-6314.v6.id146

The Olympic values, idealized by Pierre de Coubertin, represent indispensable human values for physical education and for the integral formation of a citizen. In this sense, physical education is a powerful tool regarding the formation of human values, such as friendship, excellence, respect, courage, determination, inspiration, and equality. Additionally, school could be a place to transmit these values as it prepares students to life in society. Therefore, the aim of this study is to analyze the perspectives of 12 physical education teachers from schools in São Paulo in relation to the purpose of school physical education, seeking points of dialogue with the Olympic values. For this, data was analyzed, based on content analysis and statistical analysis that was taken from the answers of two questions: 1) What is school physical education? And 2) What should it teach? The results were then compared with the existing literature on the subject. It was concluded that teachers relate, in part, the purpose and concept of school physical education with the Olympic values inside the school environment, although there are still gaps for the complete understanding of the concept and importance of the Olympic values.
Fernando Augusto Dias Scavasin, Luma Augusta Gerdulo dos Santos
Olimpianos - Journal of Olympic Studies, Volume 6, pp 107-117; https://doi.org/10.30937/2526-6314.v6.id149

This article aims to understand the relationship between aggressiveness, violence and fair play from the perspectives of human behavior and language as cultural and social expressions inserted in the fictional environment of the game. It is expected to achieve this purpose through bibliographical research, with a conceptual-reflective approach on publications that address the themes and their consequences. In the course of this work, studies on aggressiveness, violence, game and fair play will be analyzed in order to understand the fundamental elements and limits for a good game, as an element to strengthen social and cultural relations.
Carlos Eduardo Dunshee de Abranches Jardim Filho
Olimpianos - Journal of Olympic Studies, Volume 6, pp 1-14; https://doi.org/10.30937/2526-6314.v6.id148

Sport involves values that are key to the development of society and that can be used for the education of youngsters. Pierre de Coubertin, when establishing the Olympic Movement, one of the foundations of modern sport, argued that sport should be used as a mean to teach such values that are indispensable to life in society. In the Olympic values, daily sports practice encompasses several activities, becoming an important tool for a comprehensive education of youngster. Therefore, in physical education classes, teachers can pass on to students’ values such as discipline, respect, dedication, persistence, development of group work, healthy lifestyle, coexistence with interpersonal differences, inclusion, and the broadening of life perspectives. The practice of sports at school is, above all, affective, and from the values transmitted in this environment, a culture is created that youngsters take with them for life. These values and the skills, mentioned before, are part of what we now call socioemotional skills, which are part of the Common National Curriculum Base (BNCC), the mandatory national reference for schools to develop their educational projects, and is committed to the full development of students. The purpose of this article is to show how sport, through Physical Education classes at school - and the values of Olympism integrated into it - collaborates for the integral development of youngsters, considering their physical, emotional, intellectual, and social development and meet the new pedagogical requirements of the BNCC.
David Grassi
Olimpianos - Journal of Olympic Studies, Volume 6, pp 60-92; https://doi.org/10.30937/2526-6314.v6.id154

- On February 24, 2022, a few days after the Closing Ceremony of the Beijing 2022 Winter Olympic Games and before the Opening Ceremony of the Paralympic Games an armed conflict has started between Russia and Ukraine which was immediately followed by the condemnation of the International Olympic Committee (IOC) for failure to comply with the Olympic truce. Shortly thereafter, the Executive Board (EB) recommended preventing Russian and Belarusian athletes from participating in international events to protect the integrity of sporting competitions and the safety of participants and, where this is not possible, to take all precautions to prevent those athletes from competing under the symbols of their nations. Given the exceptional circumstances that led to this recommendation, it was reiterated that for fairness no sanctions should be imposed on athletes, except in cases of active behavior in the decisions of their respective governments. On March 3, the International Paralympic Committee (IPC) has announced the non-admission of Russian and Belarusian athletes to the Beijing 2022 Paralympic Games. It will be concluded that, although these are decisions formally linked to reasons for the protection of athletes and competitions, they are not adequately accompanied by justifications that recall the principles of Olympism and may not be effective as a means of promoting peace.
Back to Top Top