Programas de verdade, "mundos de crença": o verdadeiro segundo Paul Vayne

This study comes to reflect on the place of truth in everyday human experience. The notion of truth, expressed in different ways, in different systems of thought, cultural and historical, reveals the non-uniformity of their meaning and the arbitrary grouping under one name, truth. Given this fact, of so many beliefs taken as absolute, we ask with the historian Jean Marie Paul Veyne, if the truth is only one, or many called by a word namesake. If, through their ideas, men cannot access a definitely solid knowledge, unchanging and jaunty interference of the human condition (as their interests and affections), then in what sense it can claim a greater and exclusivist truth? Assuming the impossibility of apprehension of the reality of this type, Paul Veyne develops the notion of truth programs, referential beliefs assumed as cartographies that direct action and thought. He defends thus the idea of heterogeneity and plurality, as irreducible elements of human truths. On the one hand there is in society a plurality of truth programs, on the other there is a plurality of beliefs that is inside man. That is, in the way they believe the men also shows plural, because they believe in more than one program and counter programs. The thought of Paul Veyne is nonetheless a form of skepticism directed at all supposedly absolute and universal anthropological truths, because depending on the belief system studied and the specific moment in its history, a set of rules is established to distinguish the true from the false.

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.