Post by account_disabled on Jan 11, 2024 6:06:19 GMT -5
The need to rethink the education process and assess the importance of taking cognitive aspects into consideration, but also of understanding all dimensions of the subject, agent of the educational process. Following in the footsteps of merleau-ponty (2018), body action and feeling are key elements for understanding others, that is, more than an insertion in the world through the cognitive dimension, it occurs through the ways in which human beings are inserted in the experiences of the world lived from corporeality. As an agent of the educational process, the human being is thought of as parts, namely: body and soul, and for education, it seems to us to be much more of a soul, linked to the idea of consciousness, than a body. It is always valued for its intellective capacity and the body is relegated to a physical condition and not thought of in the sense of corporeality. One can think, for example, of the physical education curricular component, seen by some as an area of knowledge that is restricted to purely motor issues.
This demonstrates and exposes the way in which school institutions articulate and maintain the dualist conception of the body. However, for physical education, a body moves intentionally, that is, it performs something that has meaning and meaning for its existence. It is a body that seeks self-knowledge in an indivisible way, believing that its America cell phone number list Individuality is and is with it, at all times and places, without dividing itself into biological, social, affective and motor (daolio, 2005). It is about being and understanding yourself in the world as the subject of your actions. The maintenance of dualisms, such as internal/external, nature/culture, body/soul, etc. It is configured as a crucial point for thinking about corporeality and science. If this dichotomy proposes analysis of the body, from a point of view of distinction, a thought typical of modernity, this vision has led, in a certain way, to misunderstandings in knowledge, rescuing its importance and understanding its place is fundamental to combating discourses and.
Postures that are, at the very least, questionable. From the perspective of corporeality, one cannot speak of the mind as being disembodied. The mind is the body, ethics and morals are also the body. It is from the understanding of the human being as a corporeality that it can be said, according to rezende (1978), that the world and the body should not be thought of separately, as they both depend on each other to be. Highlighting the importance of studying corporeality for education is defending that “human beings do not learn only with their intelligence, but with their body and viscera, their sensitivity and imagination” (silva et al. , 2016, p. 190). In addition to the discussion about dualities, the bodies that move through school institutions are subject to power relations, as foucault (2009) points out. These hierarchical relationships seek, based on the established form of teaching-learning and knowledge construction, to make these bodies obedient, disciplined and reproducing the values of the society of which they are part.