BODY, CORPORAL PRACTICES AND SENSITIVE DOING IN PEDAGOGY FORMATION

NARRATIVES OF TEACHERS FROM PAULIST PUBLIC UNIVERSITIES

Abstract

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