Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Pinto, Amanda da Silva
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| Orientador(a): |
Katz, Helena |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Comunicação e Semiótica
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22403
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Resumo: |
This research starts from the urgency of considering the cognitive changes of the body for a reformulation of the pedagogical practices practiced in the Institutions of Elementary Education (second segment) in the public network of Manaus - AM, under the risk that this education becomes inefficient for the function to which is intended. It proposes that the movement be considered as one of the senses of the body, following Berthoz (2000), being added to the other five already known (vision, hearing, taste, smell and touch), to collaborate with the development of another education project. In this way, the research aims to bring to the school contexts the cognitive contribution of the movement, supporting it with the bibliography that researches the movement as knowledge production (NOE, 2004) and to point out theoretical pathways that relate the sixth sense, studied by Berthoz and the formation of proto and metaconcepts in the construction of student knowledge. As hypotheses, it is suggested that the act of perceiving something involves sensorimotor structures that are active in this perception, proprioception. Thus, the experience of the conscious movement in the school space is a possibility of ignition of the act of perceiving and, consequently, of the construction of knowledge. Besides the exercise of the movement inherent to humans, it is suggested, in the present research, that the movement in the form of Improvised Dance proposes to the body an active exercise that also contributes to the construction of knowledge. The research, exploratory (FAZENDA, 2015), will use participant observation to investigate the pedagogical practices of teachers of the State School of Integral Francisca Botinelly Cunha & Silva, elementary school II of the public network of Manaus, regarding the presence of the body / movement in this process. Methodological proposals were made as inferences in the pedagogical processes of observed teachers (random movements for attention tactics (1) and movements related to contents (2)), in order to experience with the students the experience of the movement in articulation to any knowledge construction. A proposal of creation in dance was also elaborated from the sensitization of muscular tensions to comprehension of text periods. The more sources of learning we can offer our students, the more efficient this process will be. In addition to oral, reading and writing experience, the expressiveness of moving the entire body can not be denied, connecting other synapses that will entangle other unmotivated circuits in traditional experiences. The movement, when consciously stimulated, brings information to a quality of presence for the students that cultivates neuromuscular forms of thought that are susceptible of other triggers of signification and contact with the organism (student), allowing paths to try to accompany pedagogically the cognitive changes (understand bodily forms), for which the traditional forms are increasingly suffocating |
