BODY, BODILY PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION: NARRATIVES OF TEACHERS FROM PUBLIC UNIVERSITIES OF SÃO PAULO

ABSTRACT:

This research had as main objective to analyze how the disciplines related to body and bodily practices have been discussed in undergraduate courses in Pedagogy from public universities in São Paulo, in dialogue with the area of Physical Education. When we choose the constitution of these disciplines as an object of study, we were mainly interested in their organization based on the experiences, knowledges and acquirements narrated by the teachers who are responsible for these disciplines and who have graduation in Physical Education. The methodological assumptions of the vestige paradigm were adopted as inspiration and perspective for searching, understanding and analyzing the sources, raised through the programs of the disciplines (documentary sources) and the interviews (narrative sources). The reflections took shape in three axes of analysis: the body as a social construction and cultural production; the bodily practices as knowledge; and the dimension of the bodily senses in the sensitive doing. We have perceived the presence, even though timid, of the themes about the body and bodily practices as relevant knowledge to be treated in Pedagogy formation, with a greater or lesser emphasis on the dimension of bodily doing. In this type of discipline, we defend what goes beyond written texts, with work proposals that pass by corporal practices in sensitive experiences, taking the body as the privileged place of experience and knowledge production.

Keywords:
Body; Bodily practices; Teacher formation; Pedagogy; Physical Education