Abstrakt: |
The body has always been the object of representation and analysis, particularly in Physical Education and Sport. When we look at the history of the body, we see that there are three major representations: i) the negative body - the body seen as a receptacle for the soul, as something fragile, manipulable, an instrument, an object, a machine - "the object body". This representation lasted until modern times; ii) the positive body - the body seen with respect, as something to be treated/care for, protected, with the same dignity as thought and soul - "the subject body"; iii) the body as language/text - the body as a form of communication, dialogue, argument, emotion, feelings - diversity and plurality of bodies - the bodies of today/postmodern bodies. Our reflection will centre on praising the representation of the positive body - the body looked upon with respect, as something to be cared for, to be protected, with the same dignity as thought and soul - the subject body. This subject body is "nourished" by a type of language/reason that we will call communicative reason and, consequently, has particular implications for the educational, pedagogical and didactic act. Thus, the central objective of this reflection was to contribute to the realisation that the "body-subject" is an ideal path for the total and global/integral expression of the student. The methodology used is based on theoretical/hermeneutic reflection on the body and subject movement and communicative reason. We believe that it is essential for Physical Education and Sport with children and young people to teach them how to live and feel natural, phenomenological, hermeneutic and existential corporeality. [ABSTRACT FROM AUTHOR] |