Corpo e aprendizagem em Boris Cyrulnik e em Merleau-Ponty

This research seeks to identify views of the body and learning the authors Boris Cyrulnik and Merleau - Ponty, thus tracing reflective for the educational field in several areas, with emphasis on physical education paths . We notice that the above authors present a wide collection of books, needing to develop this theoretical construct a limitation in their works. Therefore , on the theme of the body , were used mainly books The Sixth Sense , Boris Cyrulnik and Phenomenology of Perception , Merleau- Ponty , as both present in their organizational context a specific chapter on this subject . The phenomenological approach is included as path to be taken to devise this study because it is based on daily reflections that the human being perceives through his experiences with his peers and mainstream culture. The phenomenological reduction was carried out from the readings and interpretations of texts, writers and commentators, as well as approaching with life aspects of experience as a police officer and professor of ethics. The interpretation points to the understanding of body and learning that can be propagated within the Physical Education and as a way to understand and learn the constructs lived through sensitivity. The design of the body, feelings and affections of Boris Cyrulnik firm the empathetic bonds between human beings, bringing confidence to explore the world, learning through the new link with the other. This notion is close to the notion of expressive body Merleau Ponty, who holds intentions in their gestures (movements), entwining in time and space. Boris Cyrulnik and Merleau-Ponty expressed as the human being is enigmatic, lying embedded in a social and cultural world, so the experiences to traçarem existential trajetória and learning need in order to enaltercer freedom of expression as a mechanism that can be deployed in the appropriation of concepts and the criticality of the subject facing widespread theories (biological, social, anthropological , etc.) . From the reflections of the research is that recomneda Physical Education , as epistemological working area apprenticeships stemmed body movements should enable reflection on their practice, other do be done, but enabling the creation of different senses and meanings each body attitude

Merleau-Ponty: uma ontologia do visível

This work discusses the ontology of the visible at the thought of Maurice Merleau-Ponty (1908-1961), which points to a depth and opacity of the perceived world that oppose transparency of geometric world thought by René Descartes (1596-1650). At first we approached the Cartesian discourse developed in Dioptrics Descartes, the first of three scientific discourses published in 1637, being introduced by the famous Discourse method. In this sense, this research discusses the mechanistic explanation that the modern philosopher has the vision, process comprising the formation of images on the retina and its communication to the brain, and the subsequent reading performed by an immaterial mind. Discusses the notion of image as a result of the interpretation of the spirit because, for Descartes, is not the eye that sees, but the spirit that reads and decodes the signals that the body receives the world. At another point, reflected on the criticism of the philosopher Maurice Merleau-Ponty at the thought of overflight present in Dioptrics Descartes. Therefore, it takes as its reference the third part of the book The Eye and the Spirit (1961), in which the intellectualist approach of vision is considered a failed attempt to move away from the visible to rebuild it from anywhere . In this sense, it reflects on a new ontology proposed by Merleau-Ponty thinking being without departing from the puzzles of the body and vision. Puzzles that show a promiscuity between the seer and the seen, between sentient and sensitive. Thus, this paper discusses how visibility was treated by the contemporary philosopher, not as something to be judged by the spirit to get a real nature of things, but as a manifestation of the same things. Finally, this research explores the ontology of the visible in merleaupontiano thought, an ontology that does not rebuild or appropriates visible by a thought of overflight, but what you do from your own visibility as compared original and constant with depth in the world.

Merleau-Ponty: uma ontologia do visível

This work discusses the ontology of the visible at the thought of Maurice Merleau-Ponty (1908-1961), which points to a depth and opacity of the perceived world that oppose transparency of geometric world thought by René Descartes (1596-1650). At first we approached the Cartesian discourse developed in Dioptrics Descartes, the first of three scientific discourses published in 1637, being introduced by the famous Discourse method. In this sense, this research discusses the mechanistic explanation that the modern philosopher has the vision, process comprising the formation of images on the retina and its communication to the brain, and the subsequent reading performed by an immaterial mind. Discusses the notion of image as a result of the interpretation of the spirit because, for Descartes, is not the eye that sees, but the spirit that reads and decodes the signals that the body receives the world. At another point, reflected on the criticism of the philosopher Maurice Merleau-Ponty at the thought of overflight present in Dioptrics Descartes. Therefore, it takes as its reference the third part of the book The Eye and the Spirit (1961), in which the intellectualist approach of vision is considered a failed attempt to move away from the visible to rebuild it from anywhere . In this sense, it reflects on a new ontology proposed by Merleau-Ponty thinking being without departing from the puzzles of the body and vision. Puzzles that show a promiscuity between the seer and the seen, between sentient and sensitive. Thus, this paper discusses how visibility was treated by the contemporary philosopher, not as something to be judged by the spirit to get a real nature of things, but as a manifestation of the same things. Finally, this research explores the ontology of the visible in merleaupontiano thought, an ontology that does not rebuild or appropriates visible by a thought of overflight, but what you do from your own visibility as compared original and constant with depth in the world.

Uma educação tecida no corpo

In theory say the education as a knot of meanings made in the body. We take as a reference for demonstration of this argument the shows Folguedos, Guarnicê and Flor do Lírio and built within such spectacles cultural, symbolic and aesthetic meanings, which reveal the education woven in the body. Education that can happen not only in the formal space like the classroom or the university, but also in the area of art and the inclusion of individuals in the world of culture. So during the construction of the thesis we reflect on the following issues: what is the construction of culture and art that have in the Parafolclórico group? What way theses shows in their buildings bring significant elements that might compose an educational activity. How objectives sought asking the dichotomies present in the concepts of art and culture; critically systematize a work of artistic, cultural and educational production in the group, in addition to expanding the understanding of education, considering the body experiences. The phenomenological attitude of Merleau-Ponty, is a reference methodology of this study, which places the reference knowledge as a result of our experience in the world, our world lived. Thus, this study considers the experience of the researcher in the three shows in tariff, represented by scenes described, as a dancer and spectator. Therefore we understand that Folguedos, Guarnicê and Flor do Lírio in their artistic, aesthetic and cultural languages, allow many meanings that occur in the body, which invites the perception and extend the experience of the subject, demonstrating an education that allows sight and knowledge, seeking new sensations and experiences, we show our intimacy with the world, with the objects and with the other. The art is understood as virtuality, as a human creation that carries the reality and that allows many readings and experiences, each perception can recognize and know new horizons, having as base and material the culture. This entails the heterogeneous, is not closed but that individuals can interpret it entered and recognize the symbols they created the same way, confirming a unit. The art and culture show us significant evidences of an education woven in the body

Pastoril: uma educação celebrada no corpo e no riso

By means of the Pastoral one an Education celebrated in the body and the laugh, visible is unmasked by means of cançonetas and of the licentious gesticulations of the jokers of this idleness. For such, we support ourselves in the phenomenological of Merleau-Ponty, the tradition and transmission of the verbal as it is conceived by Paul Zumthor, as well as in the phenomenology of the memory of the jokers and in the studies of cultural history and the philosophy of the body. The objective research to argue the body and the laugh as learning of the culture, as well as carrying through the production of a cartography of the potiguar pastoral ones, in the direction to argue the elements of the licentious gesticulations for the look and of cançonetas for hearing. The research is of phenomenological nature and when appealing the Phenomenology as an attitude, recognizes our look on the phenomenon, what if we show for while searching citizens and we assume the reduction and the lived world as methodological boarding to think the searched phenomenon. As he was evidenced in this study, one searched to dimensional the reach of a reflection centered in the body and the laugh through the listening of cançonetas of the Pastoral one and the vision through the licentious gestures; a reflection centered in the body of the joker of Pastoral

Corpo e poesia: para uma educação dos sentidos

In this research, we reflect on Body and Poetry: for an Education of the senses. This piece of work has as its objective the comprehension of the body and poetry s interlacement, for an education of the senses, starting from the experience of the Being in the world. With this purpose, we search to understand the poetic creation as the corporal transubstantiation by means of the senses, which is realized in the creative expression and manifests itself in the body language, opening ways to an education felt in the aesthetic experience. In order to comprehend the process of poetic creation, we rely on the phenomenological method of the lived world from Merleau-Ponty, philosophy, always opening forests of questionings and sprouting new doubts in search of other comprehensions about Poetry, Body and Education. These three phenomena were investigated by means of a reflection on my own life trajectory as a poet and Physical Education professor; identification and analysis of poets/reciters; sensitive experiences experience lived in Oficinas de Poesias (Poetry Workshops), held in seven public governmental schools of the State of Rio Grande do Norte and through a permanent dialogue with the works of Merleau-Ponty, Severino Antonio, Paul Zumthor, Petrucia Nóbrega, among other authors. Phenomenology and the sources investigated have permitted us to conclude that poetic creation is not a product of a divine inspiration, of a spirit come from over yonder, nor a hereditary gift, but poetry is created from a dialogue between the poet and the organic and cultural world, revealing at each experience undergone a new world of senses and meanings. It was possible to comprehend the poetic language as a synesthetic and performable manifestation, which ontologically reveals itself and hides itself at each experience, bringing new expressive clarities of the Being in the world. This piece of research has revealed us that poetry as a sensitive experience of the poetic state makes it possible a construction of a sensitive, glad and ludic knowledge for an education of the senses

Esporte como experiência estética e educativaEsporte educativa: uma abordagem fenomenológica

This paper deals with sport as a possibility of disclosing the sensible, and defends the idea that being a sportsperson equals living an aesthetic and educative experience in which one can interacts with the sensible by the athletic body s reverberation of sensations in the dimension of the experienced. We try to answer, in our work, basically three questions: what moves the athlete when practicing a sport? Which are the meanings and motivations for the practice of sports? At what measure the athlete s experience gains an educational character? Sport is debated in this work as an extension of the living, as long as it tries to understand the meanings inherent to sport itself as well as to the sportive experience as a kind of education. In support of our argument, we give a theoretic and philosophical approach to our thesis, based on thinkers like Maurice Merleau-Ponty, Walter Benjamin, Marcel Mauss and Friedrich Schiller. For this purpose, we get support on the phenomenology of the French philosopher Maurice Merleau-Ponty. Our reference is the living world of the athlete and his experience as a field of the sensible. Our point of departure is the analysis of the narratives of sport experiences, including five aesthetic elements; time and space of the body in the sports courts; the look on the sportive context; the contact with the adversary; victory and defeat; the technical gesture. Besides it, we worked out an aesthetic evaluation of the movies Olympia and Invictus , what let us discuss three thematic categories: sensibility, emotions and the play paradox. Subsequently, we point sport as an optimizer of the sensible education, present on the body s processes, like the body in movement. It was also made clear along this paper that we tried to accomplish an analysis on sports centered in the athlete s body as an outfit of the senses to things related to the sensible, whose aesthetic experience overpasses any deterministic conception that should sum up the sportive world to mercantilization, discipline practices and mechanicism. This approach franchises gateways to a Physical Education which, containing sports as one of its support, let pupils enjoy the pleasure of constructing common objectives, incorporating the capacity of replicating, re-making and playing as a field of possibilities offered by an education characterized as being moving, sensible and fitful to a body in movement

Body art, existência e conhecimento :a percepção do corpo na Educação Física

In the Renaissance, the anatomy project a map of the body. Since then, the human body has been investigated for innumerable techniques, configuring new landscapes on the condition human being and the proper knowledge. In accordance with Merleau-Ponty (1975), All technique is body technique. It configures and extends the Metaphysical structure of our meat. In this direction, any intervention in the human body, a tattooing, a surgery or a performance, extends the perception and the directions of the existence of the subject. Merleau-Ponty (1975) still affirms, that all technique presents objective interventions. However, the body, ahead of these interventions, doesn t have to be considered only object, but subject that, from the interventions, attributes sensible and meanings through the movements, also being this its way of being in the world. Searching to extend this reflection on the discontinuities between the object body and the subject body, as well as, with the objective to reflect on the relation between the corporal techniques and the production of the subjectivity and the knowledge of the physical education, we reflect on the body art, as one technique of body that marks the exterior of the body, exteriorizing the subjectivity, to search new means to the body and that ahead of this, we believe being able to project innumerable directions for the corporal transformations in the contemporarily. As a method for our reflection in we will support them in the phenomenology. IT presents as a new ontology, in which distinction does not occur enters the operating paper of the citizen that knows and the influence of the known object. The phenomenological understanding of body will be able to contribute with the knowledge of the Physical Education, a time that gives us important arguments on the experience of the body in relation with the nature, the culture, history. To be a body is to be tied to a world that we do not possess completive, but that we do not cease to search it

O Corpo do grupo corpo: os movimentos das obras Benguelê, Lecuona e Onqotô

In this research, we invite to reflection by a phenomenological gaze on the body, through the description of some works of contemporary Brazilian dance company Grupo Corpo. This Company was chosen intentionally to give us elements in their creations to interrogate the understanding of the body and sensitive. Thus, as we launch issues in this dissertation: that body dance in Grupo Corpo? And as we can see, a phenomenological approach, an understanding of the body and sensitive works in that company? Building on this, the works are to be questioned Benguelê (1998/2003), Lecuona (2004) and Onqotô (2005). It is intended, through these works, coreological approaching the discourse of philosophical discourse and give movement to phenomenological thought of Maurice Merleau-Ponty, in special the sensitive, flesh of the body, the investment in the sensory world as a merger, calling the know body and its power to take chances, to incorporate the world, language, culture, create and choose. Thus, these openings is where thought enters this research. This consistency, we used the phenomenological attitude of Maurice Merleau-Ponty as a methodological approach, since in their study the philosopher takes a look expressive on the body, forming a sensitive language that is expressed in the movements, which deepens the arguments of the Phenomenology a new arrangement for knowledge as a result of our experience in the lived world. The reflections presented here aim to take us to the amazement, the unthinking, whom many still impose epistemological challenges, including understanding the body of knowledge and sensitive

Corpo, movimento e aprendizagem na psicocinética de Jean Le Boulch

School teachers in the discipline of Physical Education, we find ourselves constantly in question of methodological and epistemological issues of practice. This research aims to identify human body understanding, movement and theoretical learning proposed by examining the work of Jean Le Boulch and his approach to Physical Education. We seek to indicate epistemological elements about Physical Education theory and practice, believing that this approach and dialog comes to contribute with this field of knowledge. Boulch, a French teacher of Physical Education, Medicine and Psychology, had an important influence in Brazilian Physical Education during the 1970s and 1980s. His main contribution was teaching courses and knowledge about psychomotricity. Boulch’s studies helped to build knowledge of human movement; considering his importance in people’s development and a critic to a mechanistic view of body and movement. Our reflections will be based on the concepts brought from psychokinetics presented in the bibliographic references of Le Boulch in Brazil, and other references developed by him in this country including conferences, lectures and interviews. This reflection includes the debaters of his work. We chose a theoretical approach referring to the Phenomenology of philosopher Maurice Merleau-Ponty (1999) as a methodological reference considering the influence of his thought in Le Boulch studies. This thesis examines the learning and practice of teaching the Physical Education field of knowledge. We conclude that the body being an entity that exists for itself in the world and that contact with the world starts from human movement. Ultimately, new trains of thought for the teaching of physical education can be set from the reflection of phenomenological concepts brought by Le Boulch in his theory.

Dançando a carne: uma poética do corpo no mito adâmico

In this dissertation we reflect about sensitive the dimension of the body, which enables us to participate in mythical space and set him as a potential space for artistic creation in dance, experience provider in senses for world, for life and for existence. It´s a written, thrashing some reflections on the human condition from a gaze cast upon the myth of Adam, leading us to think about the possible relationships between art and myth in contemporary times, as fields of knowledge open to creation, and semantic spaces able to assign new meanings to living through the pulsations of a body that is myth and what is dance. One of the goals of this study is set up a new point of view to analyze the Adam's myth, enabling to new interpretations, meanings and understandings from the experience in the process of creation in contemporary dance. Therefore, methodologically reference is made in the Phenomenology, or rather the phenomenological attitude proposed by Merleau-Ponty (1994), which considers the experience of the body as the primary source of knowledge. Dipping on this process of creation in contemporary dance, one artistic and choreographic work was originated, titled "The Body I am”, in contemplation of this dance that echoes the mystery, that emerges from the depths of the body, and it brings to the human surface and your world, your relationships. Realize that dance is as a sensitive guide and counselor reflections ontological and epistemological, able to validate and perpetuate the myth whereas ancestral wisdom inheritance.

Ampliação de movimentos na dança circular com pessoas com deficiência visual

This paper aims at studying how circular dance can afford to sight-disabled peoples movement and how they can learn to cope with the deep movement of relation, consciousness, appropriation and communion with the world. Inside circular dance, a cosmic metaphor, is inscribed the movement of the world, which tells and changes amorously the human history. In the works of Paulo Freire and Maurice Merleau-Ponty one can find the necessary support to discuss, as long as possible, movement and existence. Research-action is used as a methodological approach whose empirical center is placed on the Institute of Education and Rehabilitation of Blind, in Natal, which shelters eight sightdisabled adults. The research s data reveal that the practice of circular dance concurs to enlarge the movement of the research s subjects, to develop a more accurate perception of their selves and of their own capacities, as well as improve the relations Me/Others, Me/World, which require a context of differences. The study has revealed that the practice of dance develops a better perception of the limits and surpasses as a human condition and, in consequence, the discovery of one s own body and the other s body as a resource of lessons and representations of the self and of the world. It lets out the development of a new way of thinking and coping with discrimination surrounding the disabled persons. In movement, in circular dance, the barrier between sight disablement and vision loses force.

Mover/se(r) a gênese do corpo entre/corpos e seus trajetos no processo coreográfico

This paper proposes a reflection on the body between/bodies, especially in contemporary dance, in their path that starts from the choreographic construction, permeating the body of the choreographer, the dancer s body and when fulfills themselves as artistic expression, the body of the spectator. Initially discusses the body in dance as a body/space for convergence, connectedness and continuity, from the thought of the Greek philosopher Epicurus of Samos, in dialogue with the thought of Maurice Merleau-Ponty, Gilles Deleuze and José Gil. Reflect about the creation of this body/space in the relationship choreographer/dancer using as connecting thread the experiences of the author in his artistic path. Finally describes the process of creating the scenic experiment (h)áporos, which constitutes the practice scene of this dissertation, having as main objective the creation of spaces of convergence and interaction between a proponent and an affluent body that, in this move, transforms itself and the space that now cohabits / is

Corporeidade, dialogicidade e virtualidade: desvelando a aprendizagem

Cette étude essaie d offrir des contributions pour la construction de connaissance concernant à la corporeité et dans l espace virtuel. À travers des processus interactifs elle propose la construction la production de nouvelles possibilités/stratégies pour la production de connaissance, en adoptant une pratique éducative spécifique: apprendre dans l éducation à distance (EAD). L apprentissage est le centre de ce travail, les acteurs les élèves sont sujets de l action et de la transformation selon la penseé de Paulo Freire et Corpo-vivido dans sa totalité, selon Marleau Ponty. Ce dialogue vif et révecu fait un parcours méthodologique à partir des interlocutions de Pierre-Lévy (1993,1996). On a réalisé une trajectoire pour se représenter, renvoyer, dialoguer et mettre en perspective, en ayant comme point de départ les attributs communicatifs et imagés des matériels d étude utilisés par l EAD, les changements socioculturels provoqués par des possibles dépassements paradigmatiques manifestés dans la société informations et de la communication, et les présuppositions théoriques qui sont ancréesdans les formulations des stratégies et/ou de propositions méthodologiques et comme élément intervenant dans le processus de construction de la connaissance à distance: le sujet de la corporeité. L espace empirique de la recherche est donné à l intérieur du cours TV na Escola e os desafios de hoje , et presenté dans la période de 2000 à 2004 dans l État du Pará. Le texte a été divisé à quatre chapitres. Le premier moment du texte parle de la métaphore de la Fleur et de l organisation du travail. Le deuxième moment systématise ce qui a été projeté pour donner une vision du travail dans l ensemble. Le troisième moment apporte des mots et des concrétisations qui deviennent réelles dans le Desvelando o corpo e o diálogo: a Flor da aprendizagem percebida , en reflétant sur la corporéification du mot s en allant à la rencontre et à la participation d'un apprentissage de dialogue. Et finalement le quatrième moment où nous parcourons la culture de la potentialité de la modalité de l'enseignement à distance, faisant le portrait en arrière plan de l'étude tout en mettant en évidence l'étude du phénomène dans le cours "TV na escola e os desafios de hoje" les paroles des sujets et leur interlocutions. A Flor numa totalidade englobe dans une totalité les moments qui le précedent et invite tous les autres moments à d autres révélations

Corpo e escrita: linhas e entrelinhas da produção de conhecimento em sala de aula

Body and writing: Lines and between-lines of production of knowledge in the classroom it is an ethnographic research, longitudinal character, based on experience while experienced educator of the Escola Municipal Professor Amadeu Araújo, located in the city of Natal-RN, from which are made reflections about texts written by students who have distorted age/education level, in the process of literacy. Here as initial goal: to discuss the production of students writing as a process body, considering the record of experiences and the impressions they have made during the teaching process. We initially by a conception of phenomenological body, by understanding it in its complexity, a phenomenon that is made from its relationship with the world and with the Other. The records examined were produced between the year 2000 and 2005 involving writings of 106 students, constituting a universe of 136 texts, from which, delimited a corpus of 27 texts. The relevance with respect to the theme and recurrence in which they were detected, were up to elements that allowed a systematization methodology, defining the following units of analysis: Body, written in everyday; body, written and sexuality; body, written and enjoyment poetics; body, writing and other stories. We used the techniques of search, participant observation, based on the actions and interactions body expressed during the experiment and the analysis of documents that consisted of students in the texts and secondary sources, among them, the records of daily class, reports and projects developed, as well as reports of my pedagogical practice, as a researcher inserted in the investigative process. The experience developed, showed a writing school able to express nuances of human complexity, showing that learning is made in the action body, crossed by various forms of language and pointing to the relevance of a pedagogical work able to articulate the dialogue between the written and registrations body of the students, as subjects of learning