Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school

Detalhes bibliográficos
Autor(a) principal: e Silva, Iris Lima
Data de Publicação: 2015
Outros Autores: de Almeida, Ana Cristina M. T., Romero, Elaine, Beresford, Heron
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/634
Resumo: Based on the modern thought of body observation which concerns the dichotomy body/mind, one could develop the difficulty in observing the Man (human being) as a unit in which counts of contributions such as several commands that makes part of it, in an interactive way (biophysic, biophsychic and biosocial). This observation reproduced and carried on in most graduation courses to teachers, is passed on to them and once more the dichotomy is sustained. Consequently, schools now a days still hold a traditional model of class, in which the body is ignored in its gestual language, that translates in most of time, what is not verbalized by the student: emotions, difficulties and existential conflicts. This method of teaching is the biggest concern of brazilian educational system, which in National Curricular Parameters, established main points to humanize and diversifying it. This concern came from the recognition of some communications signs of students from the age of basic school. The students can communicate through a great diversity of channels and currently, they can't express themselves with proficiency only trough verbal language. However, when using other ways to do, some are not understood by their teachers, because sometimes those teachers don't hold some theoretical references or the knowledge to evaluate the conducts and behavior expressed by this language. Thus, this research had the main porpose of present some theoretical considerations about non-verbal language, in the context of human communication, such as establishing some mains points to gestual and affective language of students from the age of basic schools, that allows a better comprehension of those students difficulties .This consideration indicated that non-verbal language, which consists on physical appearance, movements and/or other body expressions, play an important role in human communication, in social relationship and in a cognitive process. So, some experiences that happens in any normal class such as laugh, hands movements, a look special gestures, combat behaviors and adrenaline discharge, can be indicators or parameters to interpret the non -verbal language of students body, allowing the school to be a place where body communication is really important.
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spelling Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic schoolPercibiendo el cuerpo que aprende: Consideraciones teoricas e indicadores para la evaluacion del lenguaje no-verbal de escolares del 1er ciclo de la Enseñanza FundamentalPercebendo o corpo que aprende: Consideracoes teoricas e indicadores para avaliação da linguagem nao-verbal de escolares do 1º. Ciclo do Ensino FundamentalIndicadores; Evaluacion; Lenguaje no - verbal; Primer ciclo de enseñanza general basicaindicadores; Avaliação; Linguagem nao-verbal; Escolares; 1º. ciclo do ensino fundamentalIndicators; Interpret; Non-verbal language; Students; Basic schoolBased on the modern thought of body observation which concerns the dichotomy body/mind, one could develop the difficulty in observing the Man (human being) as a unit in which counts of contributions such as several commands that makes part of it, in an interactive way (biophysic, biophsychic and biosocial). This observation reproduced and carried on in most graduation courses to teachers, is passed on to them and once more the dichotomy is sustained. Consequently, schools now a days still hold a traditional model of class, in which the body is ignored in its gestual language, that translates in most of time, what is not verbalized by the student: emotions, difficulties and existential conflicts. This method of teaching is the biggest concern of brazilian educational system, which in National Curricular Parameters, established main points to humanize and diversifying it. This concern came from the recognition of some communications signs of students from the age of basic school. The students can communicate through a great diversity of channels and currently, they can't express themselves with proficiency only trough verbal language. However, when using other ways to do, some are not understood by their teachers, because sometimes those teachers don't hold some theoretical references or the knowledge to evaluate the conducts and behavior expressed by this language. Thus, this research had the main porpose of present some theoretical considerations about non-verbal language, in the context of human communication, such as establishing some mains points to gestual and affective language of students from the age of basic schools, that allows a better comprehension of those students difficulties .This consideration indicated that non-verbal language, which consists on physical appearance, movements and/or other body expressions, play an important role in human communication, in social relationship and in a cognitive process. So, some experiences that happens in any normal class such as laugh, hands movements, a look special gestures, combat behaviors and adrenaline discharge, can be indicators or parameters to interpret the non -verbal language of students body, allowing the school to be a place where body communication is really important.A partir del pensamiento moderno de la vision del cuerpo que se fundamenta en la dicotomia cuerpo / alma, se desarrollo la dificultad en observar al Hombre como una unidad en la que cuentan las contribuciones de los diversos dominios que lo integran de forma Interactuante (biofisico, biosiquico y biosocial). Esa vision reproducida y perpetuada en los cursos de formacion de profesores los llevo a asimilar y colocar en practica esa dicotomia. Consecuentemente en las escuelas de hoy todavia predomina un modelo tradicional de clase, en la cual el cuerpo es ignorado en su lenguaje gestual que, casi siempre, traduce lo que no es verbalizado por el alumno: emociones, dificultades y conflictos existenciales. Esta practica educativa es una preocupacion contemporanea de la politica educativa brasileña, que en los Parametros Curriculares Nacionales se pone objetivos con el fin de humanizarla y diversificarla. Esto porque, actualmente, se reconoce que los alumnos con edad media correspondiente al 1º. Ciclo de la Enseñanza Fundamental se comunican a traves de una gran diversidad de canales y que, en general, presentan alguna dificultad de expresarse con preeficiencia solamente a traves del lenguaje verbal. Sin embargo, al hacerlo utilizandose de otras formas de lenguaje, puede que no sean debidamente comprendidos por sus educadores que no poseen, en algunos casos, referencias teoricas o indicadores para avaluar las conductas y comportamientos motores expresos a traves de la referida del lenguaje. Siendo asi, este estudio tuvo como objetivo presentar algunas consideraciones teoricas acerca de la problematica del lenguaje no verbal, inserida en el contexto de la comunicacion humana, asi como establecer algunos indicadores para la evaluacion del lenguaje gestual y afectiva de los alumnos del 1er. ciclo de la Enseñanza Fundamental, que permitan una mejor comprension de las dificultades de aquellos escolares. .Tales consideraciones indicaron que el lenguaje no-verbal, constituido por la apariencia fisica, movimientos y/o otras expresiones corporales, desempeñan un importante papel en la comunicacion humana, en la relacion social y en el proceso cognitivo y que, en algunas situaciones que se desenvuelven en la clase como la risa, los movimientos de las manos, la mirada, los gestos arcaicos, el comportamiento de combate y la descarga de adrenalina, pueden servir de indicadores o parametros para interpretarse el lenguaje no-verbal o corporal de los alumnos, posibilitandole a la escuela constituirse como un lugar que tome en cuenta el cuerpo; un cuerpo-individuo que esta alli revelando sentimientos indecibles, pulsiones y contradicciones propios del si mismo, de su insercion en el mundo.A partir do pensamento moderno de visao de corpo que se funda na dicotomia corpo/alma, se desenvolveu a dificuldade em observar o Homem como uma unidade em que contam as contribuicoes dos diversos dominios que o integram de forma interatuante (biofisico, biopsiquico e biossocial). Essa visao reproduzida e perpetuada nos cursos de formação de professores levou-os a assimilar e colocar em pratica essa dicotomia. Consequentemente nas escolas de hoje ainda predomina um modelo tradicional de classe, no qual o corpo e ignorado na sua linguagem gestual que, na maioria das vezes, traduz o que nao e verbalizado pelo aluno: emocoes, dificuldades e conflitos existenciais. Esta pratica educativa e preocupação contemporânea da politica educacional brasileira, que nos Parâmetros Curriculares Nacionais firma objetivos no sentido de humaniza-la e diversifica-la. Isso porque, hodiernamente, se reconhece que alunos na faixa etaria correspondente ao 1º. Ciclo do Ensino Fundamental comunicam-se atraves de uma grande diversidade de canais e que, em geral, apresentam alguma dificuldade de se expressarem com proficiencia somente atraves da linguagem verbal. No entanto, ao fazerem-no utilizando-se de outras formas de linguagem, podem nao ser devidamente compreendidos por seus educadores que nao possuem, em alguns casos, referencias teoricas ou indicadores para avaliar as condutas e comportamentos motores expressos atraves da referida linguagem. Sendo assim, este estudo teve como objetivo apresentar algumas consideracoes teoricas acerca da problematica da linguagem nao verbal, inserida no contexto da comunicação humana, bem como estabelecer alguns indicadores para avaliação da linguagem gestual e afetiva dos alunos do 1º. ciclo do Ensino Fundamental, que permitam uma melhor compreensao das dificuldades daqueles escolares. Tais consideracoes indicaram que a linguagem nao-verbal, constituida pela aparencia fisica, movimentos e/ou outras expressoes corporais, desempenham um importante papel na comunicação humana, no relacionamento social e no processo cognitivo e que, algumas situacoes que se desenrolam em classe como o riso, os movimentos das maos, o olhar, os gestos arcaicos, os comportamentos de combate e a descarga de adrenalina, podem servir de indicadores ou parâmetros para se interpretar a linguagem nao-verbal ou corporal dos alunos, possibilitando à escola constituir-se como um lugar que leve em conta o corpo; um corpo-individuo que esta ali a revelar sentimentos indiziveis, pulsoes e contradicoes proprios do seu fazer-se, do seu inserir-se no mundo.Fundação Cesgranrioe Silva, Iris Limade Almeida, Ana Cristina M. T.Romero, ElaineBeresford, Heron2015-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/63410.1590/S0104-40362004000400006Ensaio: Avaliação e Políticas Públicas em Educação; v. 12, n. 45 (2004): Revista Ensaio - Out./Dez.; 995-10121809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-09-09T17:19:44Zoai:ojs.localhost:article/634Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-09-09T17:19:44Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
Percibiendo el cuerpo que aprende: Consideraciones teoricas e indicadores para la evaluacion del lenguaje no-verbal de escolares del 1er ciclo de la Enseñanza Fundamental
Percebendo o corpo que aprende: Consideracoes teoricas e indicadores para avaliação da linguagem nao-verbal de escolares do 1º. Ciclo do Ensino Fundamental
title Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
spellingShingle Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
e Silva, Iris Lima
Indicadores; Evaluacion; Lenguaje no - verbal; Primer ciclo de enseñanza general basica
indicadores; Avaliação; Linguagem nao-verbal; Escolares; 1º. ciclo do ensino fundamental
Indicators; Interpret; Non-verbal language; Students; Basic school
title_short Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
title_full Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
title_fullStr Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
title_full_unstemmed Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
title_sort Perceiving the body wich learns: Theoretical considerations and indicators to evaluate non-verbal language of students from age of basic school
author e Silva, Iris Lima
author_facet e Silva, Iris Lima
de Almeida, Ana Cristina M. T.
Romero, Elaine
Beresford, Heron
author_role author
author2 de Almeida, Ana Cristina M. T.
Romero, Elaine
Beresford, Heron
author2_role author
author
author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv e Silva, Iris Lima
de Almeida, Ana Cristina M. T.
Romero, Elaine
Beresford, Heron
dc.subject.none.fl_str_mv

dc.subject.por.fl_str_mv Indicadores; Evaluacion; Lenguaje no - verbal; Primer ciclo de enseñanza general basica
indicadores; Avaliação; Linguagem nao-verbal; Escolares; 1º. ciclo do ensino fundamental
Indicators; Interpret; Non-verbal language; Students; Basic school
topic Indicadores; Evaluacion; Lenguaje no - verbal; Primer ciclo de enseñanza general basica
indicadores; Avaliação; Linguagem nao-verbal; Escolares; 1º. ciclo do ensino fundamental
Indicators; Interpret; Non-verbal language; Students; Basic school
description Based on the modern thought of body observation which concerns the dichotomy body/mind, one could develop the difficulty in observing the Man (human being) as a unit in which counts of contributions such as several commands that makes part of it, in an interactive way (biophysic, biophsychic and biosocial). This observation reproduced and carried on in most graduation courses to teachers, is passed on to them and once more the dichotomy is sustained. Consequently, schools now a days still hold a traditional model of class, in which the body is ignored in its gestual language, that translates in most of time, what is not verbalized by the student: emotions, difficulties and existential conflicts. This method of teaching is the biggest concern of brazilian educational system, which in National Curricular Parameters, established main points to humanize and diversifying it. This concern came from the recognition of some communications signs of students from the age of basic school. The students can communicate through a great diversity of channels and currently, they can't express themselves with proficiency only trough verbal language. However, when using other ways to do, some are not understood by their teachers, because sometimes those teachers don't hold some theoretical references or the knowledge to evaluate the conducts and behavior expressed by this language. Thus, this research had the main porpose of present some theoretical considerations about non-verbal language, in the context of human communication, such as establishing some mains points to gestual and affective language of students from the age of basic schools, that allows a better comprehension of those students difficulties .This consideration indicated that non-verbal language, which consists on physical appearance, movements and/or other body expressions, play an important role in human communication, in social relationship and in a cognitive process. So, some experiences that happens in any normal class such as laugh, hands movements, a look special gestures, combat behaviors and adrenaline discharge, can be indicators or parameters to interpret the non -verbal language of students body, allowing the school to be a place where body communication is really important.
publishDate 2015
dc.date.none.fl_str_mv 2015-10-21
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/634
10.1590/S0104-40362004000400006
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/634
identifier_str_mv 10.1590/S0104-40362004000400006
dc.language.iso.fl_str_mv pt; en; es
language_invalid_str_mv pt; en; es
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
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dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 12, n. 45 (2004): Revista Ensaio - Out./Dez.; 995-1012
1809-4465
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repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
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