O fenômeno corpo/corporeidade na formação de alunos concluintes de licenciatura em Pedagogia EAD

Abstract

This master dissertation in Education, which discusses body / corporeality in the education of EAD Pedagogy students, had as its general objective to analyze the phenomenon body / corporeality present in the education of graduating students of the undergraduate course in EAD Pedagogy. In order to achieve the established objective, two specific objectives were outlined: a) Understand, through the discourse of the students of the Undergraduate Degree in Pedagogy, what meaning they infer to the body / corporeality phenomenon. b) Identify the work perspectives approached by students in the context of professional performance with reference to body / corporeality. This research is characterized as qualitative, of descriptive nature, of the situated phenomenon type, supported by the phenomenological perspective. It was held in three private HEIs, located in the Administrative Region of Franca, State of São Paulo, with the participation of 25 students graduating in EAD Pedagogy, 21 women and 4 men. It was used, as a research instrument, an interview with essay questions, containing three generating questions: 1st "What is body for you?"; 2nd “Has your course addressed conceptions and / or perspectives of body / corporeality? In what moments and / or disciplines? ”; 3rd “How do you intend to work body / corporeality in your teaching performance? The analysis of the material followed the Technique of Preparation and Analysis of Units of Meaning, proposed by Moreira, Simões and Porto (2005). The results of the first question point out that 80% of participants recognize the body as a material component, divided into parts / structures, with an idea of only biological, concrete body, permeated by the outside world. Such an assertion, supported by the divergences highlighted in the speeches, leads us to confirm this distancing from the term corporeality. In the second question we had 100% of students stating that at some point during the course, the perspective of body / corporeality was addressed; However, we face divergences in the answers. We found that the teacher education courses in distance learning pedagogy have paid little attention to offering the students themes inherent to the body / corporeity, which generates, therefore, a lack of knowledge and lack of understanding. about the term corporeality. It was evidenced in question three, an interest in the participants' reports on offering the child a training based on body practices, this axis allowed us to bring education and school closer to the body. In short, we believe that we have identified in the participants' discourses the conceptions and perspectives of body / corporeality, as well as approaching the Pedagogy courses, and consequently, we verified their offerings (disciplines / modules) in relation to the proposed theme, and also, a concern, evident in the reports, in integrating the body into their practices. As a recommendation, further work is needed, as we are at a time when there are several policy proposals for the establishment of a Full-Time School, which will only be justified if student education is fully structured. , as well as the need to highlight, along with the Degree and Pedagogy courses, the discussion of the corporeality phenomenon as an educational act.