Corporeidade: aproximações atemporais entre os pensamentos filosóficos para uma perspectiva complexa da educação física escolar

Abstract

In this article we seek: to reflect on recent research on the “state of the art” on corporeality, which have indicated how this concept has been discussed in different Brazilian contexts; to locate indications of this concept through a complexity thinking perspective, along with the joint construction of the epistemological processes transcending time and space to identify common views in a timeless way; to recognize the impact of this perspective on the understanding of Sich-Bewegen, promoting an important influence on the quality of the pedagogical practice in Physical School Education. We started from the indicative that the 1980s constituted a watershed for the discussion about the object of study and contributed to the development of scientific thinking in Brazilian Physical Education. We believe that complexity thinking, in the creative ways of interacting, implies opening the teaching and learning processes to the emergence of possibilities in the intervention of teachers to expand space and experiences of what is pedagogically possible, since the reflections on the complexity of their practices are permeated by intentionalities and emotions that can explain “inconvenient truths” that are vital to the potential of the students’ learning path.