Corporeidade e Educação do Campo: os sentidos atribuídos ao corpo na prática docente nos territórios rurais de Santarém-PA
Visualizar/ Abrir
Data
2018-03-20Autor
RODRIGUES, Rosenilma Branco
Metadata
Mostrar registro completoResumo
This research investigated the meanings teachers attribute to the body in the teaching practice, through the Corporeity bias, in dialogue with the Rural Education in the rural territories of Santarém-PA. In the study, it was understood that the body is the condition of human existence, through which we draw aspirations of our subjectivity and interact with other subjectivities and with the world, is endowed with capacity for the movement with intentionality in the direction of human transformation and emancipation , however, if education as a bias of change and formation of the human being, reduces or denies the importance of the body in the constitution of knowledge, fails to perform its social, democratic and critical role. And in this context, within the context of Education, the school has become a reference as a regulator and oppressor of the corporal manifestations of its students, legitimating the disciplining and the docilization as control and school organization. At the same time, school can be transcendent of educational experiences through bodily experiences. A qualitative analysis was chosen, considering the methodology in two stages: bibliographical and field research, in addition, it is based on a phenomenological approach, considering that the subject is in its existence, a totality. For the production and analysis of data, we used the Technique of Elaboration and Analysis of Units of Significance, developed by Moreira, Simões and Porto (2005). The epistemological procedures are based on Corporeity Theory and Rural Education. Eight subjects working in schools located in the rural territories of this municipality participated in the study, so being a teacher in the field and being active in elementary education in the initial grades were criteria for the selection of these subjects. It is said that, in the understanding of the teachers interviewed, the body is a totality, with multiple possibilities of knowledge and social interaction and that through gestures and movements, a relationship of dialogue and respect is established. Through the speeches of the subjects we verified corporal experiences in the teaching practice for the majority of the teachers. In relation to the analysis of the teacher being and the importance of the practice in the rural territories, it was revealed by the subjects that the specificities of the peasant culture potentiate the practice of the teacher for the process of teaching learning.
Collections
Os arquivos de licença a seguir estão associados a este item: