Rethinking body education from David Le Breton: senses of the body and emerging knowledge 335 158
DOI:
https://doi.org/10.51896/rilcods.v7i72.1011Keywords:
Physical Education, Bodily Knowledge, Philosophy of Education, Cultural Anthropology, Hermeneutic Interpretation, SubjectivityAbstract
Within the field of Physical Education (PE), there is an idea of the body that tends to be incomplete, limiting it to functional, measurable and anatomical aspects. This perspective makes it difficult to understand corporeality as something sensory, symbolic and cultural, key in educational development. For this reason, this study proposes a hermeneutic of David Le Breton's work Anthropology of the Body and Modernity, whose anthropological approach invites us to rethink the most common ideas about the body in educational discourses. Therefore, the objective is to interpret the senses of the body and its relationship with PE in the academic field, based on the work. To this end, a qualitative approach is adopted, of a theoretical-interpretative type, with an educational hermeneutical perspective. The research combines documentary design, reflection and complementary fieldwork. The techniques used included semi-structured interviews with teachers from different educational levels, and the analysis of PE curricula meshes. Based on this, a categorical matrix was developed organized around five categories with previous knowledge according to the findings. The results help to understand the body as personal, dynamic and complete with meanings. Finally, the importance of a physical training that appreciates something more than the simple physique is underlined, the study offers a reflective perspective on educational narratives and invites the adoption of more integrative, empathetic and sensitive teaching methods.
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