Olympism and Indigenous Culture: Coubertinian Values in Maya Communities – From Theory to Practice

The president of the National Pierre de Coubertin Committee of Guatemala, Prof. Danilo Ponciano, took the initiative to translate with his students of the University of Valle de Guatemala the book Pierre de Coubertin the Visionary by Jean Durry into the Maya k’iche language. This publication is currently one of the bases for the study of the Olympic movement in Guatemala. As a nation with historically marked socio-economic inequalities and a long historical legacy of colonialism, Guatemala represents a unique case for studying the impact of Coubertin’s educational ideals.  

Coubertinian Values from Theory to Practice is a study that was initiated as a thesis research project by four students of the Universidad del Valle de Guatemala, under the supervision of Prof. Danilo Ponciano.  The first result of the studies on Pierre de Coubertin is this article on a scientific project that examines the implementation of an educational programme based on Coubertin’s values in indigenous Mayan communities in Guatemala. It aims to adapt Coubertin’s philosophy to a specific cultural context in order to promote social inclusion and strengthen cultural identity. By examining the intersection of Olympism and indigenous cultural practices, this study seeks to contribute to the broader discourse on the role of sport in social development and the preservation of cultural heritage. The non-probability sample consisted of 250 students from the Escuela Oficial Rural Mixta Oscar de León Palacios. They were selected on the basis of their geographical location within an indigenous Mayan community and their educational practices in the K’iche’ language. The average age of the participants was 10 years. The selection included a variety of ages and school levels, representing different perspectives and learning experiences within the Coubertinian Values Programme.

In conclusion, the implementation of an educational programme based on Coubertinian values in the context of K’iche’ Maya communities in Guatemala illustrates the transformative potential of adapting physical education and values programmes to specific cultural contexts. This approach not only honours Coubertin’s vision of the role of sport and education in promoting a better world, but also highlights the importance of inclusion, cultural diversity and personalised education in achieving this ideal. By integrating the language and cultural traditions of indigenous communities into the teaching of universal values, the programme makes a significant contribution to the personal and social development of students, strengthening their cultural identity and promoting peace and social harmony. This study not only reflects the continuing relevance of Coubertin’s philosophy, but also opens new avenues for the inclusion and recognition of indigenous communities in the global discourse on education, culture and sport.