Epistemologias do corpo : o encontro entre dança contemporânea e educação

Abstract

The present text, presented as a dissertation with the Postgraduate Program in Education of the University of Caxias do Sul (PPGEd - UCS), through the Research Line History and Philosophy of Education, aims to analyze the contribution of Contemporary Dance in the formative process of the corporeal subject, in arder to question the predominance of immaterial reason over the senses and to claim the indispensable place that the body occupies in the genuine constitution o f knowledge and o f becoming human. This work has its structure marked by the phenomenological description of conceptual references expensive to the theme, followed by the analysis, interpretation and hermeneutical application of the same ones. It is based on the notion of the philosophical body, with emphasis on the dualist ontology of Descartes (1991, 1999) and Merleau-Ponty's phenomenology (2011); of the body in the contemporary world, immersed in a reality strongly marked by the advances of capitalism, technology and the media, contributing to the elaboration of this chapter countless authors among which Ball (2010), Bauman (1999), Debord (1997), Duarte Junior (2000), Elias (1994), Foucault (1997, 2007), Hall (2005), La Boétie (1982), Le Breton (2003), Lipovetsky (1989), Mauss (2003), Sibilia (2002) and the term corporeal subject, reinforcing the bodily condition o f knowledge and the worldliness o f the constitution o f the "I" in the world through the studies of Bondía (2002), Damásio (2000, 2005), Dewey (1958, 2010), Katz and Greiner (2005, 2006), Lakoff and J ohnson (2002) ; also thinking about the artistic experience in Contemporary Dance as an agent and potentiator of knowledge and integral human formation in light of the writings of Fux (1983), Garaudy (1980), Paviani (1991, 2010), Portinari (1989), Vianna (2005). The text takes the theoretical direction in favor o f a conception o f education inseparable from sensible reason and, therefore, from the body, being that, if one approaches the educational process, one will be referring to the human phenomenon that is the formation in all its existential instances and not only the formal education practiced within the schools. It highlights the limits o f the rationalist paradigm and an education based solely on scientific objectivity, which inferiorizes the body and sensitivity and privileges a supposed incorporeal being-knowing. The dialogue between philosophy, art and education offers conceptual tools to propose spaces of experimentation and investigation of other flavors-knowledge, extending the concept o f rationality and philosophically positioning the body and sensitivity as avenues of access to knowledge and as sources of human formation. It is the search for an education that allows the subject to transform beyond what is already. Education as an existential opening. Become another. Education-river.