Expresiones de lo sensible: lecturas en clave pedagógica

Abstract

This article results from a hermeneutic study about the education of the body with the object of analyzing the conditions of sensibility under a pedagogical perspective seen as a part of the study of Physical Education. In such investigation we think about the sensible in respect to education from a philosophical, pedagogical, and experiential approach; the study of the sensible is thereby grounded in the philosophical thinking of Friedrich Nietzsche and Gilles Deleuze, and the pedagogical reflection on education is based on the ideas of Jorge Larrosa and Fernando Bárcena. The theoretical documental analysis carried out here is not aimed at reproducing concepts or ideas, but at analyzing those situations in which sensibility gives rise to other forms of thinking about education, since the concern with the conditions of sensibility also includes the need to see the close relationship that the body has with Education. Thus, some physical practices are explained in this text under a pedagogical perspective in order to show the influences exerted upon the body. Following the symbolic dimension of the body, physical practices are, above all, physical symbologies; they are ways of speaking about the body that guide us in thinking about an education of the sensible. This experiential approach to dancing, playing and walking allows us to deal with the analysis of education and of the body on the basis of experiences which are, perhaps, divested of their educative meaning; this manner of looking into the pedagogical is a possibility to think about an education of the sensible based on the body.

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

“…We support extant studies that have pointed out the importance of listening and considering students' perceptions to understand learning processes in school (Gallo 2014;Tsai 2009). Our research suggests that students' perceptions of their own learning processes in school can add to the discussion about the development of pedagogical practices, making them more complex and nuanced while also tempering how we position students through the discourse we are using to describe the problem.…”

“…It appears in studies that aim to assess specific tools, such as interactive whiteboards (Niekerk 2015) and innovative learning environments (Magen-Nagar and Steinberger 2017; Schenke et al 2017), and through investigations of student-teacher relationships (Gasser et al 2018;Quin et al 2017). Discussions raised in such studies support the idea that focusing on students' experiences is another way of thinking about education, shedding light on the importance of listening to those who not only are part of, but also construct, the learning process (Gallo 2014).…”

Los cuerpos enseñantes en el aula de filosofía

“…La categoría prácticas corporales fue articulada con la concepción de Judith Butler acerca de la conformación performativa del género (Butler, 1990). En este sentido, se entendieron las prácticas corporales como formas de decir del cuerpo, es decir, como formas de expresarse y de presentarse ante el mundo (Gallo, 2011(Gallo, , 2012(Gallo, , 2014.…”

Leituras da relação entre cultura e Educação Física

“…Contudo, as discussões acerca dessa relação, no campo epistemológico, parecem ainda adormecidas ou em estado de vigília, com base tanto nos referenciais teóricos encontrados quanto no diálogo com os pesquisadores participantes da pesquisa, o que acena para a predominância de modelos históricos e contextuais marcados pela fragmentação do sujeito e pela dificuldade de reconhecimento da diversidade de práticas corporais e de seu trato pelo viés das ciências humanas e sociais. Em que pese essa constatação, nota-se a presença da discussão cultural em meio a outros temas também importantes à área, a exemplo dos estudos de Gallo [33][34] , na Colômbia, e Villa 35 , na Argentina, em que o corpo é discutido a partir do diálogo com referenciais das ciências humanas e sociais, numa perspectiva crítica que questiona sua naturalização e aponta para a necessidade de pensá-lo culturalmente. As colaborações dos pesquisadores nos países investigados contribuem para qualificar esse debate.…”