Hundertwasser e Merleau-Ponty: construindo uma arquitetônica da interpele para se pensar a educação física

• Ano de defesa: 2018
• Autor(a) principal: Decussatti, Dênis Davi de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação Física; Programa Associado de Pós Graduação em Educação Física (UPE/UFPB); UFPB
• Palavras-chave em Português: Teoria das Cinco Peles; Interpele; Educação Física; Five Skin Theory; Physical Education; Teoría de las Cinco Pieles; Educación Física; Pele - Concepção; Experiência do tocar; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/15138

In this thesis, we aim to construct a articulation between the five skins proposed by Hundertwasser and the concepts of chiasm, reversibility of the flesh and perceptive faith of Merleau-Ponty from an educational intervention of Physical Education. Therefore, our research was based on the phenomenological perspective and, for this reason, deepened in the senses of the investigated phenomenon, as well as in the understanding of the lived experience. Our research lasted 6 months and counted with 20 children between 9 and 10 years, enrolled in the 4th and / or 5th grade of elementary school at a school in the city of João Pessoa - PB. As for the research instruments, we use participant observation, the drawing test, the conversation wheel and the photograph. Our analyzes were based on the peculiarities of phenomenological research, establishing units of meaning for the construction of a network of meanings. At first, we realized that the teaching of the Five Skins Theory depends on a esthesiological body capable of perceiving this same theory. By experiencing activities related to the Five Skins Theory, we observe a re-signification, on the part of the children, in the perception of their skins and in the communication with the world that surrounds them. In this context, we also note that the primacy of touching is the source for considering practical, esthesiological education. Attentive of the experience of touching, children's perceptions revealed an interaction between the hundertwasserian's skins, defined by us as interpele. The activities with the interpele stimulated the children to think their skins in a creative way, and with that, it was revealed a way for them to rethink in themselves, helping in the construction of the Self of these same children. Furthermore, these same activities created in-depth reflections on the act of metaphorically sharing one's own skin and, consequently, prompted the children to reflect on the coexistence with those around us. This thought of sharing our own skin impelled us to the conception of Winnicottiano. Finally, we consider the activities that involve the interpele as an ideal space for creativity, revealing its potential for creative living. Thus, we defend the thesis that Physical Education, when it approaches the Theory of Five Skins by means of the esthesiological knowledge, finds in touch the interaction between all the skins, leading us to synthesize them in a unique relation, called interpele. This interpele influences the construction of the Self of children, stimulating them to open themselves to larger communication with the world, to rethink without distancing oneself from others, and also to discover that through creative thinking, there are individual ways of relating to their own interpeles, which brings them closer to a healthier way of life.