<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162021000200175</article-id>
<article-id pub-id-type="doi">10.17227/rce.num82-11383</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The playground and proposals for children&#8217;s education (from Infant School to Parque Infantil, 1823-1935)]]></article-title>
<article-title xml:lang="es"><![CDATA[El playground y las propuestas para la educación de los niños (desde la Infant School hasta el Parque Infantil, 1823-1935)]]></article-title>
<article-title xml:lang="pt"><![CDATA[O playground e as propostas para a educação das crianças (da Infant School ao Parque Infantil, 1823-1935)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kuhlmann Jr.]]></surname>
<given-names><![CDATA[Moysés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<numero>82</numero>
<fpage>175</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162021000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162021000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162021000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the history of the playground, since its development In the USA, In the late 19th century and early 20th century, equipment and pedagogical propositions were adopted which can be traced back to two educational institutions created in the first half of the 19th century: the Infant School, in England, and the Kindergarten, in Germany The American initiative spread in Latin American countries such as Mexico, Argentina, Uruguay, and Brazil. In this article, we analyze the ideas about the playground advocated by Samuel Wilderspin, who initiated the infant school movement in England. Then, we present some of the propositions of the Playground Association of America and information about how the playground spread in Latin America. The text analyzes how the compositions that led to its implantation were made through social policy arrangements that addressed not only pedagogical and school matters but also physical education, urbanism, and hygiene. Often viewed as exclusively dedicated to physical education propositions -i.e., sports, gymnastics, and leisure practices- these institutions in fact proposed a comprehensive approach to education that encompassed different dimensions. We identify differences between countries which are due to the contexts in which the concepts were appropriated, as with Parque Infantil and other variants of that institution in Brazil and the Plazas de Déportes and Escuelas al Aire Libre in Uruguay. The confluences and distances in the history of these institutions across Latin America are a fertile research field to be explored.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la historia del playground desde su desarrollo en EE. UU. a fines del siglo XIX e inicios del siglo XX, se han adoptado propuestas pedagógicas y de equipos que se refieren a dos instituciones educativas creadas en la primera mitad del siglo XIX, la Infant School inglesa y el kindergarten alemán. La iniciativa norteamericana se extendió en América Latina, como, por ejemplo, en México, Argentina, Uruguay y Brasil. En el artículo se analizan las ideas sobre el playground defendidas por Samuel Wilderspin, responsable del movimiento de las Infant Schools en Inglaterra. Luego, se presentan algunas de las propuestas de Playground Association of America e información sobre la difusión del playground en Latinoamérica. El texto analiza cómo las composiciones que llevaron a su implantación se produjeron a través de articulaciones enfocadas en políticas sociales que no se limitan a cuestiones pedagógicas, escolares, sino que también se refieren a la educación física, al urbanismo y al higienismo. Consideradas muchas veces como propuestas restringidas a la educación física, orientadas a las prácticas deportivas, de gimnasia y recreación, estas instituciones componían propuestas de educación integral, involucrando diferentes dimensiones. Se identifican diferencias entre países, que se deben a los contextos en los que se apropiaron las propuestas, como en el caso del Parque Infantil y otras variantes de la institución en Brasil y las Plazas de Deportes y Escuelas al Aire Libre en Uruguay. Las confluencias y distancias en la historia de estas instituciones a lo largo de América Latina constituyen un fértil campo de investigación a explorar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na história do playground, desde seu desenvolvimento nos EUA, no final do século XIX e início do século XX, adotaram-se equipamentos e propostas pedagógicas que remetem a duas instituições educacionais criadas na primeira metade do século XIX, a Infant School inglesa e o Kindergarten alemão. A iniciativa norte-americana espraiou-se na América Latina, como no México, na Argentina, no Uruguai e no Brasil. Neste artigo de pesquisa histórica, analisam-se as ideias sobre o playground defendidas por Samuel Wilderspin, responsável pelo movimento da Infant School na Inglaterra. Em seguida, apresentam-se algumas das propostas da Playground Association of America e informações sobre a difusão do playground na América Latina. O texto analisa como as composições que levaram à sua implantação foram produzidas por meio de articulações voltadas às políticas sociais que não se restringem a questões pedagógicas, escolares, mas estão referidas também à educação física, ao urbanismo e ao higienismo. Consideradas muitas vezes como restritas a propostas de educação física, voltadas a práticas desportivas, de ginástica e de lazer, essas instituições construíram propostas de educação integral envolvendo diferentes dimensões. Identifi-cam-se diferenças entre os países, devido aos contextos em que as propostas foram apropriadas, como no caso do Parque Infantil, e outras variantes da instituição no Brasil, e das Plazas de Deportes e Escuelas al Aire Libre no Uruguai. As confluencias e distâncias na história dessas instituições em toda a América Latina constituem um fértil campo de investigações a ser explorado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Playground]]></kwd>
<kwd lng="en"><![CDATA[Infant School]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[hygiene]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="es"><![CDATA[Playground]]></kwd>
<kwd lng="es"><![CDATA[Infant School]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="es"><![CDATA[higiene]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="pt"><![CDATA[Playgrounds]]></kwd>
<kwd lng="pt"><![CDATA[Infant School]]></kwd>
<kwd lng="pt"><![CDATA[educação física]]></kwd>
<kwd lng="pt"><![CDATA[higiene]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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