Name: ELDER SILVA CORREIA
Publication date: 28/03/2017
Advisor:
Name |
Role |
|---|---|
| FELIPE QUINTÃO DE ALMEIDA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| FELIPE QUINTÃO DE ALMEIDA | Advisor * |
| UEBERSON RIBEIRO ALMEIDA | Internal Examiner * |
Summary: On the debate around the objective and social function of the pedagogical practice called Physical Education, it is possible to highlight, at first, two moments. The first, basing itself over the speech of scientific rationality, represented by the knowledge of biology and medicine, understood body and movement as something entirely biological, having the intervention of physical education the objective to control the behavior of this body, acting on itself. On the second moment, physical education seeked to base its pedagogical practicum on the knowledge of human science, conceiving the body as a social and discursive construction, having the objective of its intervention to report social control over the body, presenting body practice socially and historically produced by mankind. However, even existing a difference between the knowledge which ground these two moments, body and movement are considered the object of action, whether from the control of nature (first moment) or social control (second moment). Nevertheless, we have recently seen a group of conceptions which seek on the body itself possibilities for not only resist these controls, but create new subjectivation methods, being the body, therefore, active facing these processes. So, it is in this third conception process WHEREas the present dissertation is inserted. In this sense, our dissertation had the objective to put the debate between the thesis on Physical Education and its social/pedagogical function in terms of the perception and common production problematic from a determined afectos circuit. For that, we looked for implications on the work of Deluza and Spinoza, especially on concepts such as afectos, afections, comuns notions, power, conatus,knowledge genders, desire and bodies-witout-organs. This has led us to consider that the objective and the social/pedagogical function of Physical Education, at this perspective, consist on creating a plan that makes the perception and production of that which is comum to the bodies in movement on a determined body practice possible: the strength of movement. We name this plans movement body culture, that is, a composition plan that does not only make the movement already incarnated possible, on its extensive dimension which are the body practices, but, also, the own power that creates movement (the movement power), this is, its intensive reality. This way, the body movement culture would be the plan that allows the perception and production of movement and the power of movement. We believe that this way of problematizing gives Physical Education the condition of conceiving the body as a condition for production of new processes of subjectivation and other ways of existing, in an ethic-politic horizon of the encounter of body practices.
