Confronting the problem of embodiment in education

• Luz Sanches Neto ^[1] ; Alan Ovens ^[2]
  1. [1] Universidade Federal do Ceará

     Universidade Federal do Ceará

     Brasil

     
  2. [2] University of Auckland

     University of Auckland

     Nueva Zelanda

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 329-336
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this chapter we argue that embodiment needs to be a significant philosophy in contemporary teaching and learning. An embodied pedagogy encourages teachers to actively seek and provide meaningful, sensual and profound learning experiences that shape the embodied learner in an ethical way. An embodied pedagogy does not simply teach, tell, or instruct the learner about the world as an external place. Rather, it recognises students’ bodies as a medium for making sense and making connections with a world in which they co-participate in creating. Using a narrative approach, we worked in a collaborative way with a teacher to interpret his assumptions and thinking about the teaching of capoeira. The analysis reveals that if bodies and the movement of those bodies are seen to be central to the work of educators, then embodiment should form the basis from which any future pedagogy in schooling should develop.