Kanduras ‘Khaleeji style’: Investigating Gulf masculinities and dress

Far more research is dedicated to assessing women’s fashioned bodies than for men’s in the Middle East and particularly in Gulf countries. Across the Gulf, male national citizens typically wear a long ‘dress-like’ garment, with regionally designated names of kandura , dish-dasha or thobe, and in colours delineated depending on the particular GCC state. Particularly focusing on the United Arab Emirates, I investigate how the kandura, when combined with the ghutra (white headscarf) and agal (black rope with tassels), becomes representational of national hegemonic masculinity and performatively styled to underline cultural authority and authenticity. These garments are deemed traditional attire, but on a closer inspection, they act as sites to investigate coded signs of cultural fashion capital and ‘local’ tastes. This article critically unpacks these constructs and their meanings for Khaleeji masculinity by examining three main ‘spaces’ – work, leisure and military national service – to scrutinize how the gender politics of space operates on men’s dressed body practices and underpins an emblematic presentation of privilege and patriotic manhood.

A EDUCAÇÃO CORPORIFICADA NO MUNDO-VIDA DA COMUNIDADE QUILOMBOLA “SÃO JOSÉ DOS PRETOS” - GUIMARÃES - MA

O presente texto aborda compreensões sobre as práticas corporais no âmbito dos fazeres e saberesna comunidade quilombola de São José dos Pretos, localizada no município de Guimarães, no litoral ocidental do Maranhão. Tem sua centralidade nos estudos do corpo com bases fi losófi cas da Fenomenologia de Maurice Merleau-Ponty, realizando interlocuções com a Sociologia e Antropologia. Busca compreender as práticas corporais manifestadas nos fazeres e saberes construídos nos fenômenos vividos nessa comunidade como uma educação que se faz a partir do corpo, e o corpo que se faz a partir da educação.Infere-se sobre um corpo que se constrói mediado pela cultura e por esta produz conhecimentos, a educação a partir do corpo e o corpo a partir da educação.Palavras-chave: saberes e fazeres; comunidades quilombolas; educação do corpo. CORPORATIZED EDUCATION IN THE LIFE-WORLD OF THE QUILOMBOLA COMMUNITY “SÃO JOSÉ DOS PRETOS” - GUIMARÃES - MA Abstract The present text addresses comprehensions about body practices in the scope of the doings and knowledges in the quilombola community of São José dos Pretos located in the municipality of Guimarães, on the western côas tof Maranhão. It is centered on body studies, with philosophical bases in Maurice Merleau-Ponty’s Phenomenology, making interlocutions with Sociology and Anthropology. It seeks to understand the body practices manifested in the actions and knowledge built in the phenomen alived in this community as na education that is made from the body, and the body that is made from education. It is inferred that thebody is built through culture and produces knowledge through it, the education from the body and the body from education. Keywords: knowledge and actions; quilombola communities; body education. LA EDUCACIÓN ENCARNADA EM EL MUNDO-VIDA DE LA COMUNIDAD QUILOMBOLA “SÃO JOSÉ DOS PRETOS” - GUIMARÃES - MA Resumen El presente texto aborda lãs comprensiones sobre lãs prácticas corporales em El ámbito de los haceres y saberes em La comunidad quilombola de São José dos Pretos ubicada em El municipio de Guimarães, em el litoral occidental de Maranhão. Se centra em los estúdios Del cuerpo, basados em La Fenomenología filosófica de Maurice Merleau-Ponty, estableciendo conexiones com La Sociología y La Antropología. Busca mos entender lãs prácticas corporales que se manifiestan em La sacciones y conocimientos construídos en los fenómenos vividos en esta comunidad como una educación que se hace desde El cuerpo, y El cuerpo que se hace desde La educación. Se infiere sobre um cuerpo que se construye a si mismo mediado por la cultura y produce conocimiento a través de ella, la educación basada en el cuerpo y el cuerpo basada en la educación Palabras clave: saberes y haceres; comunidades quilombolas; educación corporal.

3-Doors Compassion Project: Examining the longitudinal effects of a nine-month Tibetan mind-body meditation program

Abundant research supports the benefits of participating in mindfulness meditation training programs including Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy. However, these well researched programs include a narrow range of meditation practices and research to date has minimally examined how home practice associates with favorable outcomes. The present study evaluated the 3 Doors Compassion Project (3DCP), a structured 9-months meditation program that teaches Tibetan Mind-Body practices and examined how frequency and duration of home practice associated with favorable outcomes. Twenty-seven medical and mental healthcare professionals completed assessments prior to, during, and following participation in the 3DCP program and recorded daily meditation practices. Study aims were to test general effectiveness of the 3DCP program and to test the hypotheses that frequency and duration of meditation home-practice would associate with improvements on mindfulness, stress, and depression. General linear mixed modeling demonstrated significant improvements throughout the duration of the 3DCP program for mindfulness, depression (p < .001) and stress (p < .05), with each variable evidencing incremental monthly improvements. Frequency of meditation (i.e., days practiced per month), but not time (i.e., minutes per month) was significantly associated with improvements throughout the 3DCP program. Results provide support for the benefits of the 3DCP while offering clinically useful information that can inform current guidelines for meditation home practice. As predicted, the 3DCP was associated with significant improvements on all outcomes. Favorable outcomes were linked to frequency, but not total time of meditation practice, which suggests that consistent meditation may be more helpful than extended meditation.

As práticas corporais de aventura nas aulas de educação física durante o ensino remoto: planejando o movimentar-se com a prancha de equilíbrio

OBJETIVO: Apresentar a proposta de planejamento e a construção de uma prancha de equilíbrio para o ensino das Práticas Corporais de Aventura para alunos dos anos finais do ensino fundamental, no contexto do ensino remoto. MÉTODOS: Foi elaborado a partir da Disciplina Estágio Supervisionado em Educação Física Escolar II, desenvolvida no 2° semestre de 2020, do curso de Licenciatura em Educação Física da Universidade Federal de Santa Catarina. texto considera a análise conjuntural da Educação Física no ensino remoto e da unidade educativa que serviu de base para se estruturar este planejamento. A proposta de intervenção foi pensada buscando considerar os conteúdos yoga e meditação que estavam sendo trabalhados pela professora da turma. RESULTADOS: Destaca-se que o conteúdo Práticas Corporais de Aventura surgiu a partir de um levantamento prévio feito com os estudantes sobre conteúdos que tinham interesse em aprender. Foi planejado um conjunto de cinco módulos de conteúdos para duas turmas do nono ano da escola-campo. CONCLUSÃO: Conclui-se que essa experiência pedagógica proporcionou aos envolvidos um conjunto de aprendizados significativos para o incremento da prática pedagógica docente. E que, a ausência do contato mais efetivo com os estudantes e com a realidade da escola-campo impactou a experiência formativa dos graduandos em Educação Física.ABSTRACT. The body practices of adventure in physical education classes during remote teaching: planning to move with the balance board.OBJECTIVE: To present the proposal for planning and building a balance board for teaching Adventure Body Practices to students in the final years of elementary school, in the context of distance education. METHODS: It was developed from the Discipline Supervised Internship in School Physical Education II, developed in the 2nd semester of 2020, of the Licentiate Degree in Physical Education at the Federal University of Santa Catarina. The text considers the conjunctural analysis of Physical Education in remote education and the educational unit that served as the basis for structuring this planning. The intervention proposal was designed seeking to consider the yoga and meditation contents that were being worked on by the class teacher. RESULTS: It is noteworthy that the Corporal Practices of Adventure content emerged from a previous survey made with students about content they were interested in learning. A set of five content modules was planned for two classes in the ninth year of the field-school. CONCLUSION: It is concluded that this pedagogical experience provided those involved with a set of significant learnings for the increment of the teaching pedagogical practice. And that the lack of more effective contact with students and with the reality of the school-field impacted the formative experience of undergraduates in Physical Education.

Oficinas temáticas na educação física escolar

INTRODUÇÃO: A Educação Física é a disciplina do currículo escolar que aborda a cultura corporal, com a finalidade de introduzir e integrar o estudante a essa esfera do conhecimento, formando o cidadão que vai produzir, reproduzir e transformar essa cultura. Possibilitar experiências diversificadas no âmbito das práticas corporais e fortalecer a participação dos estudantes nas aulas são fatores fundamentais no desenvolvimento da disciplina. OBJETIVO: Este relato que tem como objetivo apresentar e discutir a proposta de oficinas temáticas nas aulas de Educação Física escolar, a partir das opiniões de estudantes do ensino fundamental 2 e médio de uma escola pública federal no município de Niterói (RJ). MÉTODOS: Se caracteriza como uma pesquisa qualitativa crítica que utilizou como registro, as respostas dadas por aproximadamente 160 estudantes nas avaliações da disciplina, que, além de nortear a tomada de decisão para a realização das atividades, constituiu o corpo da investigação que ora apresentamos. RESULTADOS: Percebemos que as oficinas temáticas possibilitaram a ampliação dos conhecimentos e vivências relacionados à cultura corporal e uma maior maturidade na relação dos estudantes com a disciplina, com os colegas das diferentes turmas e com a professora. CONCLUSÃO: Foi perceptível a modificação da percepção dos estudantes sobre a Educação Física escolar, bem como ampliação da consciência crítica, colaborando com desenvolvimento da cidadania.ABSTRACT. Thematic workshops in school physical education.BACKGROUND: Physical Education is the discipline of the school curriculum that addresses body culture, with the purpose of introducing and integrating the student into this sphere of knowledge, forming the citizen who will produce, reproduce and transform this culture. Enabling diverse experiences within the scope of body practices and strengthening the participation of students in classes are fundamental factors in the development of the discipline. OBJECTIVE: This report aims to present and discuss the proposal for thematic workshops in school Physical Education classes, based on the opinions of elementary and high school students from a federal public school in the city of Niterói (RJ, Brazil). METHODS: The investigation is characterized as a qualitative critical research that used as a record, the answers given by approximately 160 students in the evaluations of the discipline, which, in addition to guiding the decision making for the performance of the activities, constituted the body of the investigation that we present here. RESULTS: We realized that thematic workshops enabled the expansion of knowledge and experiences related to body culture and greater maturity in the relationship of students with the discipline, with colleagues in different classes and with the teacher. CONCLUSION: It was noticeable that students’ perception of school Physical Education changed, as well as the expansion of critical awareness, collaborating with the development of citizenship.

Lendo o mundo nas aulas de educação física no ensino médio: por uma ecologia de saberes contra-hegemônicos sobre as práticas corporais e o corpo

OBJETIVO: Relatar uma experiência político-pedagógica que ampliou a leitura de mundo dos estudantes do Ensino Médio sobre os conhecimentos contra-hegemônicos produzidos sobre as práticas corporais e o corpo durante as aulas de Educação Física. MÉTODOS: Foi relatada uma experiência educativa com estudantes do 1º ano do curso de Eletrônica integrado ao Ensino Médio do Instituto Federal de São Paulo – Campus SP, entre os meses de agosto e dezembro de 2020. A turma possui aproximadamente 40 alunos e o currículo é constituído por duas aulas semanais de Educação Física. RESULTADOS: Os estudantes realizaram uma leitura crítica do mundo sobre os saberes contra-hegemônicos sociais, políticos, econômicos, históricos, biológicos e fisiológicos que se relacionam com as práticas corporais e o corpo, produzidos pela literatura científica e movimentos sociais, durante as aulas do componente curricular. CONCLUSÃO: Ao fazer um diálogo entre os conceitos de leitura de mundo e ecologia de saberes contra-hegemônicos, produzidos por Paulo Freire e Boaventura de Sousa Santos, passamos a defender que a função social das aulas de educação física está relacionada com a leitura crítica do mundo dos saberes produzidos sobre as danças, lutas, esportes, ginásticas, jogos, brincadeiras e a relação da sociedade com o corpo, pelos grupos que foram marginalizados no sistema capitalista.ABSTRACT. Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the bodyOBJECTIVE: To report a political-pedagogical experience that expanded the reading of the world of high school students about the counter-hegemonic knowledge produced about body and body practices during physical education classes. METHODS: An educational experience was reported with students from the 1st year of the electronics course integrated with high school at the Federal Institute of São Paulo - Campus SP, between the months of august and december of the year 2020. the class has approximately 40 students and the curriculum is consisting of two weekly physical education. RESULTS: The students carried out a critical reading of the world about the social, political, economic, historical, biological and physiological counter-hegemonic knowledge that is related to body and body practices, produced by scientific literature and social movements, during the classes of the curricular component. CONCLUSION: By making a dialogue between the concepts of world reading and the ecology of counter-hegemonic knowledge, produced by Paulo Freire and Boaventura de Sousa Santos, we come to defend that the social function of Physical Education classes is related to the critical reading of the world of knowledge produced on dances, fights, sports, gymnastics, games and the relationship of society with the body, by groups that were marginalized in the capitalist system.

Mind-Body Practices and Self-Enhancement: Direct Replications of Gebauer et al.’s (2018) Experiments 1 and 2

Mind-body practices such as yoga and meditation are often believed to instill a “quiet ego,” entailing less self-enhancement. In two experiments, however, Gebauer et al. (2018) demonstrated that mind-body practices may actually increase self-enhancement, particularly because such practices become self-central bases for self-esteem. We conducted preregistered replications of both of Gebauer et al.’s experiments. Experiment 1 was a field study of Canadian yoga students ( N = 97), and Experiment 2 was a multiwave meditation intervention among Canadian university students ( N = 300). Our results supported Gebauer et al.’s original conclusions that mind-body practices increase self-enhancement. Although the self-centrality effects were not clearly replicated in either experiment, we found evidence that measurement and sampling differences may explain this discrepancy. Moreover, an integrative data analysis of the original and the replication data strongly supported all of Gebauer et al.’s conclusions. In short, we provide new evidence against the ego-quieting perspective and in support of the self-centrality interpretation of mind-body practices.