O corpo nos processos de aprendizagem : contribuições de Wilhelm Reich e Alicia Fernández

• Ano de defesa: 2006
• Autor(a) principal: Lelis, Maria Terezinha Carrara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Corpo; Processos de aprendizagem; Formação do caráter; Modalidade de aprendizagem; Formação de professores; Professores - Formação; Reich, Wilhelm, 1987-1957; Body; Learning processes; Character formation; Learning styles; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13958

This research had as its main objective to augment the understanding of the teacher training process involved with personal determinants through the learning process on a daily basis. Based on this process it became important to determine teachers values, myths and prejudices that affect their performance in the classroom. It became important to consider living experiences as the basis for this study according to Wilhelm Reich and Alicia Fernández. Reich believes that living experiences make a mark in people s behavior and learning process. Alicia Fernández understands that the learning process is directly related to the human character as it constitutes part of past experiences and awareness of past, present and future experiences. The historical factor is not merely a biographical aspect, but an imprint of past personal experiences. This process involves creativity in the area of feelings and not only empirical facts. Based on these assumptions, we tried to record living experiences of a group of teachers based on their previous learning processes and their life experiences. We also considered their relationship with family members, neighbors, friends and churches. It became very important also to pay close attention to the institutions they attended and how they decided to become teachers. We tried to understand how the concepts related to teacher training shaped their character and learning styles. The research showed that learning and becoming a teacher is a much more involved process than subject learning alone. It involves fundamentally going through the character formation and the learning styles. Following these steps, we intended to contribute to the creation of new paradigms of teaching/learning experiences, together with new alternatives related to the development of the relationships established in the school environment.