Educação e corporeidade: conflito e prazer no cotidiano dos professores

• Ano de defesa: 2007
• Autor(a) principal: Moraes, Nadeje Fidelis de
• Orientador(a): Borba, Sergio da Costa
• Banca de defesa: Fumes, Neiza de Lourdes Frederico , Kullok, Maísa Gomes Brandão , Macedo, Roberto Sidnei Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Educação; Corporeidade; Professor.
• Palavras-chave em Inglês: Education; Corporeal awareness; Teachers
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufal.br/handle/riufal/288

The objective of this work is study the teachers' corporeal awareness while educators in their human significance, with a body in which pain and pleasure are the base of the experience as subject. The study problematizes the body, searching the comprehension of the corporal image importance, and the contributions that the corporal experiences can offer for sensitize the corporeal awareness, distorted by the social impositions. Related to the theoreticalconceptual base, it was based in the phenomenological conception, and approached several authors that assist to recent study demands about the relationship between body and education as a renovation of the pedagogic praxis. The used methodology was the qualitative type, where the ethnographic research was used with participant observation. The empiric material was collected through the following instruments: participant observation, semi-structured interviews, field notes, pictures, depositions and corporal experiences. The studied population was a group of 12 teachers of the Elementary School, from 5th to 8th grades, and High School (equivalent to Brazilian Educational System), from a public state school. The field research was applied at the referred school from September 2005 to December 2006. From the analyses, it was confirmed that the corporeal awareness brings all the demands that involve the teachers' experiences, that the images they have of themselves reflect, in their educational actions, the pleasure and conflict lived by the teacher/educator in the daily school; they also echo their searches, anxieties and desires. It was evidenced that the schools can promote simple moments of corporal experiences that allow the teacher to have a high emotional response of the corporeal awareness and cause, with this, life to education through the lived corporeal awareness of the educators subjects of their history.