BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT

Detalhes bibliográficos
Autor(a) principal: Pich, Santiago
Data de Publicação: 2021
Tipo de documento: preprint
Idioma: spa
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3290
Resumo: The article deals with the place of the body and education in the thought of Scottish anthropologist Timothy Ingold. We present the main metatheoretical assumptions of the author, highlighting those that are central to our argumentation: the pairs nature-culture, body-mind and animality-humanity. Ingold's thought is a wager on human education referenced in becoming, understood as a singular insertion in a tradition that is always situated on the plane of historicity and immanence, which does not have a pre-defined direction, but rather constitutes wandering, starting from a relationship of attention and perception of the world mediated by others who are already present in it. The body is conceived as a constitutive dimension of the human being, without which it is impossible to understand the way of being-with-others in the world. In it human potential is realized, and attention and perception are crucial. By problematizing the consequences of this thought for human education and body education, we found powerful conceptual tools to criticize the modern tradition of education, as well as to envision another way of conceiving human formation and body education, which are not understood as mere transmission of knowledge with which one operates logically, nor as the formation of a material body that should function in the best possible way, but conceived as the transmission of a singular form of perception and (re) creation of the world and as an instance of creating paths wayfaring, respectively.
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spelling BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHTDEVENIR UN CUERPO VAGUEANDO: LA EDUCACIÓN Y EL CUERPO EN EL PENSAMIENTO DE TIM INGOLDDEVIR UM CORPO VAGANDO: A EDUCAÇÃO E O CORPO NO PENSAMENTO DE TIM INGOLDEducação, Corpo, Antropologia, Percepção, Ingold.EducaçãoCorpoAntropologiaPercepçãoIngoldEducationBodyAntropologyPerceptionIngoldEducaciónCuerpoAntropologíaPercepciónIngoldThe article deals with the place of the body and education in the thought of Scottish anthropologist Timothy Ingold. We present the main metatheoretical assumptions of the author, highlighting those that are central to our argumentation: the pairs nature-culture, body-mind and animality-humanity. Ingold's thought is a wager on human education referenced in becoming, understood as a singular insertion in a tradition that is always situated on the plane of historicity and immanence, which does not have a pre-defined direction, but rather constitutes wandering, starting from a relationship of attention and perception of the world mediated by others who are already present in it. The body is conceived as a constitutive dimension of the human being, without which it is impossible to understand the way of being-with-others in the world. In it human potential is realized, and attention and perception are crucial. By problematizing the consequences of this thought for human education and body education, we found powerful conceptual tools to criticize the modern tradition of education, as well as to envision another way of conceiving human formation and body education, which are not understood as mere transmission of knowledge with which one operates logically, nor as the formation of a material body that should function in the best possible way, but conceived as the transmission of a singular form of perception and (re) creation of the world and as an instance of creating paths wayfaring, respectively.El artículo trata del lugar del cuerpo y la educación en el pensamiento del antropológo escocés Timothy Ingold. Presentamos los principales presupuestos metateóricos del autor, haciendo hincapié en aquellos que son vectores centrales para nuestro argumento: los pares, naturaleza-cultura, cuerpo-mente y animalidad-humanidad. El pensamiento de Ingold es una apuesta en una formación humana referenciada en el devenir, entendida como inserción singular en una tradición que está siempre situada en el plano de la historicidad y de la inmanencia, que no tiene un rumbo pré-definido, sino que se constituye en el andar vagueando, a partir de una relación de atención y percepción del mundo mediada por los otros que ya están presentes en él. El cuerpo es concebido como una dimensión constitutiva del ser humano, sin el cual no es posible comprender el modo de estar-siendo-con-los-otros en el mundo. sino en él se realizan las potencialidades humanas, siendo que la atención y la percepción son cruciales. Al problematizar los desdoblamientos de ese pensamiento para la formación humana y la educación corporal, encontramos potentes herramientas conceptuales para criticar la tradición moderna de educación, bien como para vislumbrar otro modo de concebir la formación humana y la educación corporal, que son entendidas no como una mera transmisión de saberes con los cuales se opera lógicamente, ni como el entrenamiento de un cuerpo material que debe rendir lo máximo posible, sino entendidos como la transmisión de un modo singular de percepción y (re)creación del mundo y como una instancia de crear caminos vagueando, respectivamente.O artigo trata do lugar do corpo e da educação no pensamento do antropólogo escocês Timothy Ingold. Apresentamos os principais pressupostos metateóricos do autor, destacando aqueles que são vetores centrais de nossa argumentação: os pares natureza-cultura, corpo-mente e animalidade-humanidade. O pensamento de Ingold é uma aposta numa formação humana referenciada no devir, entendida como uma inserção singular numa tradição que está sempre situada no plano da historicidade e da imanência, que não tem um sentido pré-definido, mas antes se constitui na errância, a partir de uma relação de atenção e percepção do mundo mediada pelos demais que já nele estão presentes. O corpo é concebido como uma dimensão constitutiva do ser humano, sem a qual não é possível compreender o modo de ser-ser-com-os-outros no mundo. Nele as potencialidades humanas são realizadas, sendo que a atenção e a percepção cruciais. Ao problematizar os desdobramentos desse pensamento para a formação humana e a educação corporal, encontramos poderosas ferramentas conceituais para criticar a tradição moderna da educação, bem como para vislumbrar outra forma de conceber a formação humana e a educação corporal, que não são entendidas como mera transmissão de saberes com os quais se opera logicamente, nem como a formação de um corpo material que deve funcionar da melhor maneira possível, mas concebida como a transmissão de uma forma singular de percepção e (re) criação do mundo e como instância de criação de caminhos vagando, respectivamente.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-11-26info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/329010.1590/SciELOPreprints.3290spahttps://preprints.scielo.org/index.php/scielo/article/view/3290/5907Copyright (c) 2021 Santiago Pichhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPich, Santiagoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-11-25T23:29:20Zoai:ops.preprints.scielo.org:preprint/3290Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-11-25T23:29:20SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
DEVENIR UN CUERPO VAGUEANDO: LA EDUCACIÓN Y EL CUERPO EN EL PENSAMIENTO DE TIM INGOLD
DEVIR UM CORPO VAGANDO: A EDUCAÇÃO E O CORPO NO PENSAMENTO DE TIM INGOLD
title BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
spellingShingle BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
Pich, Santiago
Educação, Corpo, Antropologia, Percepção, Ingold.
Educação
Corpo
Antropologia
Percepção
Ingold
Education
Body
Antropology
Perception
Ingold
Educación
Cuerpo
Antropología
Percepción
Ingold
title_short BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
title_full BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
title_fullStr BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
title_full_unstemmed BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
title_sort BECOMING A BODY WAYFARING: EDUCATION AND THE BODY IN TIM INGOLD'S THOUGHT
author Pich, Santiago
author_facet Pich, Santiago
author_role author
dc.contributor.author.fl_str_mv Pich, Santiago
dc.subject.por.fl_str_mv Educação, Corpo, Antropologia, Percepção, Ingold.
Educação
Corpo
Antropologia
Percepção
Ingold
Education
Body
Antropology
Perception
Ingold
Educación
Cuerpo
Antropología
Percepción
Ingold
topic Educação, Corpo, Antropologia, Percepção, Ingold.
Educação
Corpo
Antropologia
Percepção
Ingold
Education
Body
Antropology
Perception
Ingold
Educación
Cuerpo
Antropología
Percepción
Ingold
description The article deals with the place of the body and education in the thought of Scottish anthropologist Timothy Ingold. We present the main metatheoretical assumptions of the author, highlighting those that are central to our argumentation: the pairs nature-culture, body-mind and animality-humanity. Ingold's thought is a wager on human education referenced in becoming, understood as a singular insertion in a tradition that is always situated on the plane of historicity and immanence, which does not have a pre-defined direction, but rather constitutes wandering, starting from a relationship of attention and perception of the world mediated by others who are already present in it. The body is conceived as a constitutive dimension of the human being, without which it is impossible to understand the way of being-with-others in the world. In it human potential is realized, and attention and perception are crucial. By problematizing the consequences of this thought for human education and body education, we found powerful conceptual tools to criticize the modern tradition of education, as well as to envision another way of conceiving human formation and body education, which are not understood as mere transmission of knowledge with which one operates logically, nor as the formation of a material body that should function in the best possible way, but conceived as the transmission of a singular form of perception and (re) creation of the world and as an instance of creating paths wayfaring, respectively.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3290
10.1590/SciELOPreprints.3290
url https://preprints.scielo.org/index.php/scielo/preprint/view/3290
identifier_str_mv 10.1590/SciELOPreprints.3290
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3290/5907
dc.rights.driver.fl_str_mv Copyright (c) 2021 Santiago Pich
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Santiago Pich
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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instacron:SCI
instname_str SciELO
instacron_str SCI
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reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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