A corporeidade na aprendizagem escolar (entrelaços fenomenológicos do pensar e agir)
Type
article
Creator
Publisher
Identifier
MARTINS, Ernesto (2015) - A corporeidade na aprendizagem escolar (entrelaços fenomenológicos do pensar e agir). Educar em Revista. ISSN 0104-4060. N.º 56, p. 163- 180.
0104-4060
10.1590/0104-4060.40978
Title
A corporeidade na aprendizagem escolar (entrelaços fenomenológicos do pensar e agir)
Corporality in school learning (tangles of phenomenological thinking and acting)
Corporality in school learning (tangles of phenomenological thinking and acting)
Subject
Corporeidade
Filosofia do corpo
Aprendizagem escolar
Merleau-Ponty
Zubiri
Corporality
Philosophy of the body
School learning
Merleau-Ponty
Zubiri
Filosofia do corpo
Aprendizagem escolar
Merleau-Ponty
Zubiri
Corporality
Philosophy of the body
School learning
Merleau-Ponty
Zubiri
Date
2015-12-17T13:51:30Z
2015-12-17T13:51:30Z
2015-06
2015-12-17T13:51:30Z
2015-06
Description
A corporeidade é o elemento de visibilidade dos embates do ‘corpo’ com o mundo, produzidos pelos efeitos histórico-culturais e pelas novas articula¬ções propiciadoras de predisposições estratégicas dos corpos e das almas, resultantes das forças do saber e do poder, que permite sedimentar esses confrontos e dinamizar campos de verdades historicamente constituídos e em constante mudança. O autor questiona, nos andaimes antropológicos, socio¬lógicos e pedagógicos, o sentido do ‘corpo’ e da ‘corporeidade’ no processo educativo, argumentando dois pontos fulcrais: a visão histórico-filosófica da semântica dos termos, insistindo nos discursos (elementos psicológicos relacionados com a identidade e imagem) sobre o corpo; a análise herme-nêutica à ‘corporeidade’ em Merleau-Ponty e Zubiri; a análise educativa da relação da corporeidade e aprendizagem, na complexidade escolar atual.
ABSTRACT: The body element is the visibility of the ‘body’ clashes with the world, produced by historical-cultural effects and the new generation of joint strategic predispositions of bodies and souls, resulting from the forces of knowledge and power, which allows to sediment these confrontations and to fuel historically established truths and fields in constant change. The author questions the anthropological, sociological and pedagogical scaffolding, the sense of ‘body’ and ‘natural resources’ in the educational process, arguing two key points: the historical-philosophical vision of the semantics of the terms, insisting on speeches (psychological elements related to identity and image) on the body; the hermeneutic analysis concerning ‘embodiment’ in Merleau-Ponty and Zubiri; the educational analysis of the relationship of corporality and learning, in the current school complexity.
ABSTRACT: The body element is the visibility of the ‘body’ clashes with the world, produced by historical-cultural effects and the new generation of joint strategic predispositions of bodies and souls, resulting from the forces of knowledge and power, which allows to sediment these confrontations and to fuel historically established truths and fields in constant change. The author questions the anthropological, sociological and pedagogical scaffolding, the sense of ‘body’ and ‘natural resources’ in the educational process, arguing two key points: the historical-philosophical vision of the semantics of the terms, insisting on speeches (psychological elements related to identity and image) on the body; the hermeneutic analysis concerning ‘embodiment’ in Merleau-Ponty and Zubiri; the educational analysis of the relationship of corporality and learning, in the current school complexity.
Access restrictions
openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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