BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES

Detalhes bibliográficos
Autor(a) principal: Del Ponte de Assis, Marília
Data de Publicação: 2022
Outros Autores: Ayoub, Eliana, Teles Nascimento Cunha, Antonio Camilo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/26172
Resumo: This research had as main objective to analyze how the disciplines related to the body and corporal practices have been discussed in undergraduate courses in Pedagogy at public universities in São Paulo, in dialogue with the area of ​​Physical Education. When choosing the constitution of these subjects as an object of study, we were mainly interested in their organization based on the experiences, knowledges and acquirements narrated by the teachers responsible for them who have a degree in Physical Education. The methodological assumptions of the indictment paradigm were adopted as inspiration and perspective for searching, understanding and analyzing the sources, raised through programs of the disciplines (documentary sources) and interviews (narrative sources). The reflections took shape in three axes of analysis: the body as a social construction and cultural production, the corporal practices as knowledge, and the dimension of the bodily senses in the making sensitive. It is perceived the presence, even though timid, of the themes about the body and corporal practices as relevant knowledge to be treated in Pedagogy training, with a greater or lesser emphasis on the dimension of body doing. In this type of discipline, we defend what goes beyond written texts, with work proposals that permeate corporal practices in sensitive experiences, taking the body as the privileged place of experience and knowledge production.
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spelling BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIESCUERPO, PRÁCTICAS CORPORALES Y HACER SENSIBLE EN LA FORMACIÓN EN PEDAGOGÍA: NARRATIVAS DE PROFESORES DE UNIVERSIDADES PÚBLICAS PAULISTASCORPO, PRÁTICAS CORPORAIS E O FAZER SENSÍVEL NA FORMAÇÃO EM PEDAGOGIA: NARRATIVAS DE DOCENTES DAS UNIVERSIDADES PÚBLICAS PAULISTASCorpoPráticas corporaisFormação de professoresPedagogiaEducação FísicaBodyCorporal practicesTeacher formationPedagogyPhysical EducationCuerpoPrácticas corporalesFormación de profesoresPedagogíaEducación FísicaThis research had as main objective to analyze how the disciplines related to the body and corporal practices have been discussed in undergraduate courses in Pedagogy at public universities in São Paulo, in dialogue with the area of ​​Physical Education. When choosing the constitution of these subjects as an object of study, we were mainly interested in their organization based on the experiences, knowledges and acquirements narrated by the teachers responsible for them who have a degree in Physical Education. The methodological assumptions of the indictment paradigm were adopted as inspiration and perspective for searching, understanding and analyzing the sources, raised through programs of the disciplines (documentary sources) and interviews (narrative sources). The reflections took shape in three axes of analysis: the body as a social construction and cultural production, the corporal practices as knowledge, and the dimension of the bodily senses in the making sensitive. It is perceived the presence, even though timid, of the themes about the body and corporal practices as relevant knowledge to be treated in Pedagogy training, with a greater or lesser emphasis on the dimension of body doing. In this type of discipline, we defend what goes beyond written texts, with work proposals that permeate corporal practices in sensitive experiences, taking the body as the privileged place of experience and knowledge production.Esta investigación tuvo como objetivo principal analizar cómo las disciplinas relacionadas con el cuerpo y las prácticas corporales han sido discutidas en los cursos de pregrado en Pedagogía de las universidades públicas de São Paulo, en diálogo con el área de Educación Física. Al elegir la constitución de estas asignaturas como objeto de estudio, nos interesó principalmente su organización en base a las experiencias, conocimientos y saberes narrados por los docentes responsables de las mismas que cuentan con la licenciatura en Educación Física. Se adoptaron los supuestos metodológicos del paradigma de la acusación como inspiración y perspectiva para la búsqueda, comprensión y análisis de las fuentes, planteadas a través de programas de las disciplinas (fuentes documentales) y entrevistas (fuentes narrativas). Las reflexiones se concretaron en tres ejes de análisis: el cuerpo como construcción social y producción cultural, las prácticas corporales como conocimiento y la dimensión de los sentidos corporales en la sensibilización. Se percibe la presencia, aunque tímida, de los temas sobre el cuerpo y las prácticas corporales como conocimientos relevantes a ser tratados en la formación de la Pedagogía, con mayor o menor énfasis en la dimensión del hacer corporal. En este tipo de disciplina defendemos lo que va más allá de los textos escritos, con propuestas de trabajo que impregnan prácticas corporales em experiencias sensibles, tomando el cuerpo como lugar privilegiado de la experiencia y de la producción de conocimiento.Esta pesquisa teve como principal objetivo analisar como as disciplinas relacionadas ao corpo e às práticas corporais vêm sendo tematizadas nos cursos de graduação em Pedagogia das universidades públicas paulistas, em diálogo com a área da Educação Física. Ao eleger a constituição destas disciplinas como objeto de estudo, interessou-nos principalmente sua organização a partir das experiências, dos conhecimentos e dos saberes narrados pelos/as docentes responsáveis por elas que têm graduação em Educação Física. Os pressupostos metodológicos do paradigma indiciário foram adotados como inspiração e perspectiva de busca, compreensão e análise das fontes, levantadas por meio de programas das disciplinas (fontes documentais) e entrevistas (fontes narrativas). As reflexões tomaram forma em três eixos de análise: o corpo como construção social e produção cultural, as práticas corporais como conhecimento, e a dimensão dos sentidos corporais no fazer sensível. Percebe-se a presença, ainda que tímida, das temáticas sobre o corpo e as práticas corporais como conhecimentos relevantes a serem tratados na formação em Pedagogia, com maior ou menor ênfase na dimensão do fazer corporal. Neste tipo de disciplina, defendemos aquilo que ultrapassa os textos escritos, com propostas de trabalho que perpassam práticas corporais em vivências sensíveis, tomando o corpo como lugar privilegiado da experiência e da produção de conhecimento. Educação em Revista 2022-10-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresTextoAvaliado por ParesTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/26172Educação em Revista ; v. 38 (2022)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/26172/31364https://periodicos.ufmg.br/index.php/edrevista/article/view/26172/31365Copyright (c) 2022 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDel Ponte de Assis, MaríliaAyoub, ElianaTeles Nascimento Cunha, Antonio Camilo2022-12-22T19:48:28Zoai:periodicos.ufmg.br:article/26172Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2022-12-22T19:48:28Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
CUERPO, PRÁCTICAS CORPORALES Y HACER SENSIBLE EN LA FORMACIÓN EN PEDAGOGÍA: NARRATIVAS DE PROFESORES DE UNIVERSIDADES PÚBLICAS PAULISTAS
CORPO, PRÁTICAS CORPORAIS E O FAZER SENSÍVEL NA FORMAÇÃO EM PEDAGOGIA: NARRATIVAS DE DOCENTES DAS UNIVERSIDADES PÚBLICAS PAULISTAS
title BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
spellingShingle BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
Del Ponte de Assis, Marília
Corpo
Práticas corporais
Formação de professores
Pedagogia
Educação Física
Body
Corporal practices
Teacher formation
Pedagogy
Physical Education
Cuerpo
Prácticas corporales
Formación de profesores
Pedagogía
Educación Física
title_short BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
title_full BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
title_fullStr BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
title_full_unstemmed BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
title_sort BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES
author Del Ponte de Assis, Marília
author_facet Del Ponte de Assis, Marília
Ayoub, Eliana
Teles Nascimento Cunha, Antonio Camilo
author_role author
author2 Ayoub, Eliana
Teles Nascimento Cunha, Antonio Camilo
author2_role author
author
dc.contributor.author.fl_str_mv Del Ponte de Assis, Marília
Ayoub, Eliana
Teles Nascimento Cunha, Antonio Camilo
dc.subject.por.fl_str_mv Corpo
Práticas corporais
Formação de professores
Pedagogia
Educação Física
Body
Corporal practices
Teacher formation
Pedagogy
Physical Education
Cuerpo
Prácticas corporales
Formación de profesores
Pedagogía
Educación Física
topic Corpo
Práticas corporais
Formação de professores
Pedagogia
Educação Física
Body
Corporal practices
Teacher formation
Pedagogy
Physical Education
Cuerpo
Prácticas corporales
Formación de profesores
Pedagogía
Educación Física
description This research had as main objective to analyze how the disciplines related to the body and corporal practices have been discussed in undergraduate courses in Pedagogy at public universities in São Paulo, in dialogue with the area of ​​Physical Education. When choosing the constitution of these subjects as an object of study, we were mainly interested in their organization based on the experiences, knowledges and acquirements narrated by the teachers responsible for them who have a degree in Physical Education. The methodological assumptions of the indictment paradigm were adopted as inspiration and perspective for searching, understanding and analyzing the sources, raised through programs of the disciplines (documentary sources) and interviews (narrative sources). The reflections took shape in three axes of analysis: the body as a social construction and cultural production, the corporal practices as knowledge, and the dimension of the bodily senses in the making sensitive. It is perceived the presence, even though timid, of the themes about the body and corporal practices as relevant knowledge to be treated in Pedagogy training, with a greater or lesser emphasis on the dimension of body doing. In this type of discipline, we defend what goes beyond written texts, with work proposals that permeate corporal practices in sensitive experiences, taking the body as the privileged place of experience and knowledge production.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Texto
Avaliado por Pares
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/26172
url https://periodicos.ufmg.br/index.php/edrevista/article/view/26172
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/26172/31364
https://periodicos.ufmg.br/index.php/edrevista/article/view/26172/31365
dc.rights.driver.fl_str_mv Copyright (c) 2022 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 38 (2022)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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