Corpo, sociedade e escola: sensibilidade educativa
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2010
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Edições Universitárias Lusófonas
Resumo
Neste artigo analisa-se a conexão entre estas três dimensões: corpo, sociedade e
escola. Se cada sociedade tem o seu padrão cultural e se a cultura não é estática
porque é recriada por cada um de nós, o homem passa a ser não só intérprete mas
também criador de cultura. É da relação da natureza com a cultura que nasce uma
outra realidade que designamos por CORPO. A construção o corpo processa-se no
plano cultural e social sendo aqui que ele é inventado, dando origem à formação de
uma nova realidade suprabiológica de grande carga simbólica. É pelos mitos, ritos,
crenças, que o homem atribui um significado ao mundo e a seus objectos.
Acresce que a escola encerra, no dizer de Michel Foucault (1987), um tipo
específico de poder - o poder disciplinar que actua sobre o adestramento do corpo. Na
escola, o controlo do corpo é feito na moldura do tempo e do espaço uma vez que são
vigiados os gestos, as posturas e, todas as operações do corpo - o levantar do braço, o
virar a cabeça, o sentar e o levantar, o falar e o estar calado, etc.
Assim, o que se nos afigura imperioso é ter uma nova sensibilidade educativa
para tornar inteligível a interrelação entre corpo, sociedade e a escola.
This paper examines the connection between the following three dimensions: the body, the society and the school. If each society has its own cultural patterns and culture is not of a static kind, because it is recreated by each of us, man becomes not just an interpreter but also a creator of culture. It is from the relationship between the nature and the culture that springs another reality that we call BODY. The construction of the body that takes place on a cultural and social plan while being created at this level, leads to the formation of a new supra-biological reality of great symbolic significance. It is by the myths, rituals, beliefs, that man attaches great importance to the world and its objects. Moreover, in the words of Michel Foucault (1987), school embodies a specific type of power - the disciplinary power that acts on the training of the body. At school, control of the body is made in the framework of time and space as they are watched through gestures, postures, and all operations of the body, such as the lifting of the arm, the turning of the head, the sitting and standing up, the speaking and being silent, etc. So, what if we deem as imperative is to have a new awareness of education to make intelligible the interrelationship between body, society and school.
This paper examines the connection between the following three dimensions: the body, the society and the school. If each society has its own cultural patterns and culture is not of a static kind, because it is recreated by each of us, man becomes not just an interpreter but also a creator of culture. It is from the relationship between the nature and the culture that springs another reality that we call BODY. The construction of the body that takes place on a cultural and social plan while being created at this level, leads to the formation of a new supra-biological reality of great symbolic significance. It is by the myths, rituals, beliefs, that man attaches great importance to the world and its objects. Moreover, in the words of Michel Foucault (1987), school embodies a specific type of power - the disciplinary power that acts on the training of the body. At school, control of the body is made in the framework of time and space as they are watched through gestures, postures, and all operations of the body, such as the lifting of the arm, the turning of the head, the sitting and standing up, the speaking and being silent, etc. So, what if we deem as imperative is to have a new awareness of education to make intelligible the interrelationship between body, society and school.
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EDUCAÇÃO, EDUCATION, SOCIEDADE, SOCIETY, CULTURA, CULTURE, ESCOLAS, SCHOOLS, COMPORTAMENTO, BEHAVIOUR, FOUCAULT, MICHEL