(Re)significando a educação física escolar no ensino médio: a partir do planejamento de ensino de jogos populares

OBJETIVO: Apresentar um relato de experiência do planejamento e desenvolvimento colaborativo de uma proposta pedagógica para o ensino de Educação Física (EF) no Ensino Médio (EM), por meio da abordagem de Jogos populares, visando fomentar discussões sobre a importância do ato de planejar o ensino para o desenvolvimento integral dos estudantes, como um mecanismo de legitimação da EF enquanto área do conhecimento no currículo escolar. MÉTODOS: A proposta foi planejada de forma colaborativa com 21 estudantes do 2° ano do EM. No desenvolvimento da proposta oportunizamos o ensino de Jogos populares, por meio de três momentos: leitura de textos, experimentação de jogos e, conversas sobre a aula. RESULTADOS: Evidenciamos que a organização desses momentos tenha contribuído para formação integral dos estudantes, no diz respeito a aquisição de saberes conceituais relativos às diferentes culturas existentes no país; a construção de saberes corporais experimentados na prática dos jogos e, saberes atitudinais referentes ao prazer em experienciar os jogos, a criatividade e autonomia ao criar regras pensando na cooperação e cuidado com os colegas. CONCLUSÃO: Consideramos ser necessário que o professor reconheça no ato de planejar o ensino, o potencial pedagógico para (re)significar a sua prática, de modo a contribuir para formação dos estudantes, consequentemente, para que a EF seja valorizada no contexto escolar.ABSTRACT. (Re)signifying physical education in high school: From the planning of teaching popular games.OBJECTIVE: To present an experience report of the collaborative planning and development of a pedagogical proposal for the teaching of Physical Education (PE) in High School (HS), through the Popular Games approach, in order to promote discussions about the importance of the act of planning teaching for the integral development of students, as a mechanism for legitimizing PE as an area of knowledge in the school curriculum. METHODS: The proposal was collaboratively planned with 21 students from the 2nd year of HS. In developing the proposal, we provided opportunities for teaching popular games, through three moments: reading texts, experimenting with games and conversations about the class. RESULTS: We found that the organization of these moments has contributed to the integral formation of students, with regard to the acquisition of conceptual knowledge related to the different cultures existing in the country; the construction of bodily knowledge experienced in the practice of games and attitudinal knowledge regarding the pleasure in experiencing games, creativity and autonomy in creating rules thinking about cooperation and care with colleagues. CONCLUSION: We believe that it is necessary for the teacher to recognize, in the act of planning teaching, the pedagogical potential to (re)signify their practice, in order to contribute to the education of students, consequently, so that PE is valued at school context.

The cultural effects of neo-paganism’s ritual creativity

In the last fifty years, different spiritual movements—that do not correspond to the church model and that—have emerged, due to their fluid and dynamic character, have propitiated an advance of global networks and have contributed to making specialized frontiers increasingly porous and permeable fields. A range of practices and beliefs related to Neo-paganism, New Age, and neo-Indianisms/neo-ethnicities have thus emerged. These three spiritual modalities are inscribed in differentiable ideologies that intertwine the spiritual, the therapeutic, the political and the identity. They concur in a search for bodily knowledge and techniques that recover the spiritual meaning of life as a way out of the materialism of the consumer culture in force in these times. However, they also have different emphases that distinguish them, although they are constantly intertwined and often share common elements and can even be practiced in the same ceremony.

AGAINST EPISTEMOLOGICAL HIERARCHIES: ON THE VALUE OF FORMING BODILY KNOWLEDGE

The article reveals such concepts as “metis,” “body techniques,” “practical skill,” “kinesthetic intelligence,” and “movement skill.” These concepts are united by the fact that the accumulation of knowledge is presented as a largely unconscious process in which muscles play the same role as the brain. The essence of these concepts can be expressed in the term “bodily knowledge,” which contrasts itself in the epistemological sense with codified practical knowledge, instructions, and rules – techne. Bodily knowledge is based on movements and muscle sensations. Russian physiologist I.M. Sechenov called this sensation “dark,” pointing out that such sensations are almost impossible to comprehend, describe, and analyze. However, such feelings cannot be entirely opposed to thought. This “smart skill,” as poet and writer Varlam Shalamov called it, can be considered a separate type of cognition. This article is an attempt to comprehensively discuss the concept of “body knowledge.”

Embodied Knowledge, Tool, and Sketch: Intuitive Production of Knowledge in Architectural Design

Editorial Summay Entitled »Embodied Knowledge, Tool, and Sketch«, Nandini Oehlmann’s contribution directs the focus to the »intuitive production of knowledge in architectural design«, also the subtitle of the text, and aims to trace the tacit, pre-reflective knowledge that plays a guiding role in the design process. As she defines design as having »an idea in mind as a vague notion«, her investigation is driven by the search for a profound understanding of the knowledge transfer of cognitive and manual knowing. She places an emphasis on the evolution of knowledge in the design process, from indistinct premonition to a specific concretization of the design. Tacit knowledge forms the core of this research, aiming to decipher this preconscious experience- based manual or bodily knowledge. [Katharina Voigt]

What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective

This study problematizes becoming early childhood teachers’ possibilities to develop knowledge relevant to teaching dance. The aim was to analyze the presence and position of dance in Swedish early childhood teacher education syllabi. Discourse analysis was used to identify patterns, regularities, hierarchies and gaps in the steering documents. The empirical material consisted of syllabi of twelve Swedish early childhood teacher programs. The results show that according to syllabi, dance as a subject has a rather weak or non-existent position in Swedish early childhood teacher education. Instead, dance often functions as a tool for learning other subjects, e.g. language and mathematics. The concept “aesthetic” was more frequently mentioned in the syllabi, but it did not explicitly explain what dance knowledge was included in the syllabi content, learning outcomes and examination forms. The frequency of dance differed between the syllabi, which might lead to unequal early childhood teacher education. Further, the potentially weak function and position of dance in early childhood teacher education might limit children’s social democratic life, bodily knowledge and experience of mind-body connection in a holistic sense.

Gestalt-Terapia e Daniel Stern: Dialogando sobre a Relevância da Corporeidade e da Dimensão Afetiva na Psicoterapia

This paper discusses the importance of the corporal and implicit dimension of the experience for the theory and practice of Gestalt-Therapy psychotherapy. We believe in a model of clinical practice that leans on this affective dimension. We start with a brief exploration of the notion of self as a process of contact, emphasizing the pre-contact and the id function of the self as the moment of the common dimension of the experience we share with the world and with the other. As we understand it, the id function is predominantly sensory, based on corporeality, being configured as a fundamental support for the experience of the difference and the novelty. From this, we propose a dialogue with Daniel Stern, exploring his concepts of vitality affect and affective attunement to affirm that our communication with the other is established not only by the way of speech, by formal thought, explicit and reflective, but also by an affective and vital dimension. From these notions, we discuss the concept of Gestalt-Therapy's awareness, differentiating it from the notion of reflective consciousness and considering it a kind of "bodily knowledge" and implicit experience, apprehended when relating to otherness. Finally, we conclude that psychotherapeutic work and dialogue constitute a relationship of coaffectation that generates deviations, "dis-centerment", and transformations. Palavras-chave : Gestalt-Therapy; Corporeity; Id Function; Awareness; Psychotherapy.

Theories and concepts: linking landscapes and health.

This book chapter provides an introduction and background information for many of these theories, concluding with practical applications, focusing on evolutionary-based theories (e.g. biophilia hypothesis, naturalistic intelligence, other evolutionary-grounded theories), restorative environment theories (stress reduction theory, attention restoration theory), identity theories, and other psychological theories and concepts. The ideas presented in this chapter arise from different ways of thinking about or explaining this phenomenon, using a particular language and worldview. A strength of the research paradigm is that it enables scientists and researchers to communicate about this engrained bodily knowledge and integrate it into ongoing theory and practice in disciplines such as medicine, public health, planning, and education that impact our day-to-day lives. Slowly but surely, Western scientific research has begun to accept other worldviews and ideas, and this diversity of thought provides greater understanding of the world around us. Much of the research presented in the next chapter builds on the foundation of the theories presented here.

CRITICISM OF CERTAIN PROVISIONS OF THE PERFORMANCE THEORY BY ERIKA FISCHER-LICHTE (on the example of participatory performances)

The article attempts to critically analyze the performance theory created by the German scholar Erika Fischer-Lichte. The theory is applicable to some performative art practices, but nevertheless its key provisions do not fully meet the objectives, capabilities and the very specifics of participatory performance. Instead of such concepts as “strong presence”, “liveness”, “authenticity” and the idea of “energy exchange”, the author suggests to analyze participatory practices using the method of “choragraphic communication”, which is understood as individual and collective generation-test of the possible, constant reinvention of the action figurativeness, re-shaping of the participants’ physicality, co-joint transformation of meaning-making. Comparison of the performances by J. Ono and M. Abramovich allows us to distinguish the key differences between the two approaches to the analysis of participatory performance. It is anticipated that the effect of a performance is to provoke in every viewer an affective experience of the diversity of the undone, of the unmanifested, which, however, might become possible through the realization of one of its incarnations in a specific action. The peculiarity of performative involvement is that the processes, triggered by the actions of the performers and the responses of the participantsspectators, make accessible the affective test of the possible as being in potency. Using the works of the modern performance artist Tino Sehgal as an example, the author shows that spectator’s participation as a special communication instrument appeals to a different culture of knowledge transfer, which is based not on presentation, documentation and archiving, but on the situational self-configuration of autopoietic systems, on the living muscle “memory” of the participants, actualizing such phenomena as “bodily knowledge”, “morethan- human” perception and procedural assemblage. Participatory performances create conditions under which “random” and unexpected actions of participants turn out to be a condition for (self) recreation of the form of the assemblage machine through constant reincarnation of the invariants of the whole. Sehgal’s works reveal each participant-spectator as a kind of an “actant machine” capable of reconfiguring the entire system by their actions, and offer an interface for realizing the possibilities of “electracy communication”. At the same time, the processes of joint reconfiguration themselves become available to the affective experience of each of the participants. They make the assemblage machine generate its own “proto-subjectivity”; and, probably, it is in the individual perception of each participant and in the experience of the stages of its formation where the aesthetics of participatory action may lie.

How Do Children Experience the Embodied Communication and Leadership of Teachers? Expressing the Voices of Children Through Artistic, Sensual, and Multimodal Methods in Educational Research

This article focuses on children’s lived experiences with teachers in school, and shows how a multimodal methodological perspective can strengthen the voices of children in educational research. The authors illustrate how a strong children’s perspective can be established with a methodical starting point inspired by phenomenology, critical utopian action research, and arts-based research. The inquiry is especially focused on how the embodied communication of the teacher’s professional practice is experienced by children and transformed from an often silent bodily knowledge to esthetic, artistic, and verbal formats. In order to understand the children’s lived experiences of life in school, they were invited into an open and playful future workshop. The workshop creates a dialogical space where the verbal, sensuous, emotional, and bodily expressions of both criticism and dreams can be articulated. It’s a space that can be seen as potentially activist material, because it allows for the dominance of the already existing structures to possibly be exceeded. Therefore, the article also includes children’s concrete artistic interpretations of the embodied leadership of their teachers. The empirical material shows how the artistic, visual, and aesthetic practices can transform the child’s lived experiences and contribute to creating an open space, where images, imagery, and metaphorical explorations are possible. The children’s voices show how they experience being seen, being invisible, or being touched by their teachers. They also show how they experience being afraid and exposed in the classroom. It is perhaps just here that the forms of expression in art offer a dialogic, collaborative foundation, where embodied experiences can be transformed into forms of knowledge that are more accessible to reflection and exploration. This could be a first step toward change.

Reconstruction, Replication and Re-enactment in the Humanities and Social Sciences

Performative methods are playing an increasingly prominent role in research into historical production processes, materials, bodily knowledge and sensory skills, and in forms of education and public engagement in classrooms and museums. This book offers, for the first time, sustained, interdisciplinary reflections on performative methods, variously known as Reconstruction, Replication and Re-enactment (RRR) practices across the fields of history of science, archaeology, art history, conservation, musicology and anthropology. Each of these fields has distinct histories, approaches, tools and research questions. Researchers in the historical disciplines have used reconstructions to learn about the materials and practices of the past, while anthropologists and ethnographers have more often studied the re-enactments themselves, participating in these performances as engaged observers. In this book, authors bring their experiences of RRR practices within their discipline into conversation with RRR practices in other disciplines, providing a basis for interdisciplinary cross-fertilization.