BODY AND MOVEMENT: REFLECTIONS FROM A PHILOSOPHICAL APPROACH

Abstract

This paper aims to discuss body and movement from a philosophical perspective in view of transformations in teaching and school education. It is based on philosophical concepts of Marx, Rancière, Foucault, among others, aiming at an analysis of the nature of the school institution and its impact on the formation of individuals. Outlined in the methodology of qualitative bibliographic research, we argue that the importance of an understanding that takes into account the body and movement in teaching, combined with an analysis of its disciplinarization in modernity, can contribute to the reconfiguration of an education that makes more sense to children, adolescents and young people in our schools, integrating in a holistic perspective the complex relationships between teaching and learning that do not disconnect from the body, its emotions and the capacity for symbiosis with the social and historical environment. As expected results, these reflections aim to point out theoretical subsidies that can be appropriated by basic education teachers, undergraduate students and education scholars in general in their ongoing training, self-training and preparation for the challenges of education and teaching.