EDUCATION, CORPOREALITY AND INTEGRAL FORMATION: AN INTERDISCIPLINARY APPROACH TO THE RELATIONSHIP BETWEEN THE BODY, LEARNING AND ASSESSMENT

Abstract

This paper proposes a reflection on the relationship between corporeality, learning and evaluation in the educational process, based on an interdisciplinary approach aimed at the integral formation of the subject. Traditional education, often centered on rationality and cognitive performance, tends to neglect the body as a constitutive dimension of being and an active agent in the learning process. This justifies the need for a re-signification of educational practices, in which the body is understood not just as an instrument, but as the subject of the pedagogical experience. The aim is to discuss how pedagogical practices that value corporeality can contribute to a more sensitive, critical and integral education, articulating knowledge from education, psychology, philosophy and the body sciences. The methodology is based on a systematic bibliographical review, highlighting authors such as Merleau-Ponty (1994), with his phenomenology of perception; Freire (1996), emphasizing dialogicity and the body as a space of knowledge; Vygotsky (1984), addressing mediation and the social construction of learning; and Larrosa (2002), with his reflections on experience and subjectivity in education. The results point to the importance of pedagogical practices that integrate movement, perception, emotion and language, promoting meaningful and contextualized learning. Assessment, from this perspective, is understood as a continuous, dialogic and formative process that recognizes the multiple expressions of learning, overcoming reductionist views centered on standardized tests and school performance. As a social and educational contribution, it highlights the urgency of rethinking curricula and teacher training, including interdisciplinary practices that value the body and its powers in the construction of knowledge, promoting a more inclusive, equitable and humanizing education.