O corpo adolescente na educação; percepções relatadas por adolescentes a respeito da interferência da aplicação de exercícios de bioenergética na aprendizagem escolar
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2014
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O adolescente passa por transformações físicas, emocionais, fisiológicas e psíquicas que
interferem na aprendizagem e na sua capacidade intelectual. O desenvolvimento
corporal, assim como as propriocepções e as sensações que emergem do corpo, são
temas pouco explorados pelos educadores. Trazer à tona o corpo do adolescente e
estudar a relação corpo/mente se fez necessário para aprofundar o conhecimento e o
desenvolvimento na fase da adolescência.
A aprendizagem é vista aqui como um processo do saber do mundo interno, que são as
percepções que o indivíduo tem de si mesmo, suas sensações emocionais e físicas, e no
saber que vem do mundo externo, sua relação com o educador, colegas e com o
universo tecnológico que formam o processo cognitivo.
O objetivo desta pesquisa foi analisar as interferências na aprendizagem, referidas pelos
alunos, de um trabalho corporal realizado em sala de aula, baseado na teoria e nos
exercícios corporais da Análise Bioenergética, Lowen (1982) e complementado por
outras escolas psicocorporais, a exemplo de Boadella (1992). O trabalho foi realizado
em duas escolas, uma particular e outra pública estadual, com alunos do segundo ano
do ensino médio com idade entre 15 e 17 anos.
Foram utilizados exercícios corporais como recurso para obter consciência e
autopercepção corporal visando adquirir mais atenção e interesse nos conteúdos e
sugerindo a sua utilização durante a aula, quando se fizesse necessário. O Grounding e a
respiração (Lowen, 1982) formaram a base para o desenvolvimento da pesquisa.
Segundo relatos colhidos a partir de questionários aplicados aos alunos, esses recursos
os ajudaram a ficarem mais atentos, obterem foco, tornarem-se despertos, possibilitando
melhor apreensão dos conteúdos explanados pelos professores. Os alunos perceberam
mudanças bastante significativas na postura corporal, na propriocepção e relataram que
o Grounding e a respiração os ajudaram a diminuir a ansiedade.
Este estudo pode contribuir com a aprendizagem escolar do adolescente. Essa proposta,
se integrada à rotina das escolas, permitirá que os estudantes usem a autorregulação do
corpo e utilize esses novos recursos como aprendizado. Poderá ainda, auxiliar pais e
educadores de adolescentes a terem uma visão fisiológica, psicorporal, neurobiológica,
social e afetiva dessa fase conflituosa do jovem.
Adolescents go through physical, emotional, physiological and psychical transformations that interfere with learning and intellectual ability. Body development, as much as the proprioception and sensations that emerge from the body, are themes little explored by educators. Focusing on the adolescent body and studying the relation body/mind has became necessary to deepen knowledge and development in the adolescence phase. The learning process is understood to be the process of knowing the inner world, which is the perception that one has of oneself from emotional and physical sensations, and the outer world, which originates from the relationship with the educator, colleagues and the technological universe, which form the cognitive process. The objective of this thesis was to analyze the interference of learning, relative to students, through exercises done in the classroom. The exercises were based on bodywork theory and Bioenergetic Analysis Lowen (1982) and complemented by other psycho-body schools, for instance Boadella (1992). The research was conducted in two schools, one in a private school and the other in a public school. The students were in their second year of high school ranging from ages 15 to 17. Body exercises were used as a resource to gain awareness and body self-perception targeting on acquiring more attention and interest in contents and suggesting its use during class, if it is necessary. The Grounding and Breathing (Lowen, 1982) techniques were the basis for the development of this research. According to reports collected from questionnaires applied to the students, these resources helped them to become more attentive, gain focus and wakefulness, developing greater attention to the contents explained by the teacher. Participants noticed significant changes in body posture, self-perception, and reported that the grounding and breathing helped them to decrease anxiety. This study can contribute to adolescent school learning, as proposed activity to be integrated into school routine, enabling students to self-regulate and use new resources for learning. It can also help adolescents’ parents and educators to have a physiological, Psycho-Physical, neurobiological, social and emotional vision of the adolescent’s conflicting stage.
Adolescents go through physical, emotional, physiological and psychical transformations that interfere with learning and intellectual ability. Body development, as much as the proprioception and sensations that emerge from the body, are themes little explored by educators. Focusing on the adolescent body and studying the relation body/mind has became necessary to deepen knowledge and development in the adolescence phase. The learning process is understood to be the process of knowing the inner world, which is the perception that one has of oneself from emotional and physical sensations, and the outer world, which originates from the relationship with the educator, colleagues and the technological universe, which form the cognitive process. The objective of this thesis was to analyze the interference of learning, relative to students, through exercises done in the classroom. The exercises were based on bodywork theory and Bioenergetic Analysis Lowen (1982) and complemented by other psycho-body schools, for instance Boadella (1992). The research was conducted in two schools, one in a private school and the other in a public school. The students were in their second year of high school ranging from ages 15 to 17. Body exercises were used as a resource to gain awareness and body self-perception targeting on acquiring more attention and interest in contents and suggesting its use during class, if it is necessary. The Grounding and Breathing (Lowen, 1982) techniques were the basis for the development of this research. According to reports collected from questionnaires applied to the students, these resources helped them to become more attentive, gain focus and wakefulness, developing greater attention to the contents explained by the teacher. Participants noticed significant changes in body posture, self-perception, and reported that the grounding and breathing helped them to decrease anxiety. This study can contribute to adolescent school learning, as proposed activity to be integrated into school routine, enabling students to self-regulate and use new resources for learning. It can also help adolescents’ parents and educators to have a physiological, Psycho-Physical, neurobiological, social and emotional vision of the adolescent’s conflicting stage.
Descrição
Orientação: Lilian Cristine Ribeiro do Nascimento ; co-orientação:
Óscar C. de Sousa
Palavras-chave
EDUCAÇÃO, APRENDIZAGEM, ADOLESCÊNCIA, BIOENERGIA, RESPIRAÇÃO, EDUCATION, LEARNING, ADOLESCENCE, BIOENERGY, RESPIRATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO