Resumen

KUHLMANN JR., Moysés. Parque Infantil: The Singularity and its Components. Educ. Rev. [online]. 2019, vol.35, n.77, pp.223-244.  Epub 25-Oct-2019. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.68371.

This article intends to problematize the attribution of originality to the non-school institution called parque infantil (childhood park), which was integrated into the Department of Culture of the city of São Paulo in 1935. We present articulations and propositions of similar institutions with different denominations. The text approaches the North American playground and its history. We also list and analyze the elements which form these propositions. The text relies on articles and books with research results about the subject and on documentary sources such as news stories, reports and communications to congresses, magazines and books of the studied period, which goes back to the first half of the nineteenth century. Inspired by an evidentiary methodology, both historiographic critique and historical interpretation aim to place the study of history of education within the framework of social relations. Historiographic critique identifies the adoption of narratives made by individuals who acted during the period, or the use of sources without problematization, which simplifies historical processes. Interpretation avoids valuing institutions, whether positively or negatively. It considers that it is not enough to characterize them as promoters of culture and citizenship, or, to the contrary, as forms of control and discipline, since both dimensions can be identified in the elements present in the propositions. Heliotherapy and open air schools, landscaping and urban parks, physical education as a driving force for active educational environments and cultural activities and the propositions from British Infant School make up the outline of parque infantil.

Palabras clave : Parque Infantil; History; Education; Brazil; United States of America.

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