Resumen El trabajo presenta un análisis de los primeros programas oficiales de educación física escolar del Uruguay (1911 y 1923) en relación con la gimnasia. Nos interesa el recorrido programático de este contenido, asumiendo que dichos discursos estabilizados son portavoces de un contexto particular, abiertos a ser interpretados desde nuevas miradas. A través de estos documentos, que de una u otra manera marcan los lineamientos para la enseñanza, intentamos dar cuenta del recorrido histórico y conceptual de la gimnasia para comprender qué discursos la sustentan en su conformación curricular y qué recorte se realiza de ella como campo de saber. Palabras clave: educación física; gimnasia; escolarización del cuerpo Abstract The purpose of this paper is to analyze the first official physical education programs in Uruguay (1911 and 1923) regarding gymnastics. Our goal is to perform a programmatic review of this content, assuming that these stabilized discourses are a reflection of a particular context that is open to interpretation from new perspectives. Through these documents, which set the guidelines for teaching, we try to give an account of the history and concept of gymnastics in order to understand the discourses supporting the structure of its curriculum, as well as its delimitation as a field of knowledge. It is argued that the implementation of gymnastics in Uruguayan schools followed the guidelines of Euro-pean gymnastic movements, and that it was understood as a practical application of the knowledge of physiology, as well as channel of intervention in the population.

ResumenEl trabajo presenta un análisis de los primeros programas oficiales de educación física escolar del Uruguay (1911 y 1923) en relación con la gimnasia. Nos interesa el recorrido programático de este contenido, asumiendo que dichos discursos estabilizados son portavoces de un contexto particular, abiertos a ser interpretados desde nuevas miradas. A través de estos documentos, que de una u otra manera marcan los lineamientos para la enseñanza, intentamos dar cuenta del recorrido histórico y conceptual de la gimnasia para comprender qué discursos la sustentan en su conformación curricular y qué recorte se realiza de ella como campo de saber.Palabras clave: educación física; gimnasia; escolarización del cuerpo AbstractThe purpose of this paper is to analyze the first official physical education programs in Uruguay (1911 and1923) regarding gymnastics. Our goal is to perform a programmatic review of this content, assuming that these stabilized discourses are a reflection of a particular context that is open to interpretation from new perspectives. Through these documents, which set the guidelines for teaching, we try to give an account of the history and concept of gymnastics in order to understand the discourses supporting the structure of its curriculum, as well as its delimitation as a field of knowledge. It is argued that the implementation of gymnastics in Uruguayan schools followed the guidelines of European gymnastic movements, and that it was understood as a practical application of the knowledge of physiology, as well as channel of intervention in the population.