View in EDS PDF Full Text

Experiencias de corporeidad: comprensiones desde la experiencia vivida de los niños en su trayectoria vital.

Saved in:
Bibliographic Details
Title: Experiencias de corporeidad: comprensiones desde la experiencia vivida de los niños en su trayectoria vital.
Alternate Title: Experiences of corporeality: understandings from the lived experience of children in their life path.
Authors: Adiola Peláez-Loaiza, Luz1 luzadioladoctorado@gmail.com, Del Carmen Tobón-Vásquez, Gloria1, Izaguirre Ruíz, Juan Crisóstomo1
Source: Educación y Humanismo. jul-dic2024, Vol. 26 Issue 47, p44-67. 24p.
Subject Terms: *Public schools, Praxis (Process), Thematic analysis, Phenomenology, Dualism
Abstract (English): Objective: this study aimed to explore corporeality in the life trajectories of children at a Colombian public school, highlighting its contribution to educational knowledge. Methodology: was employed, merging van Manen's hermeneutic phenomenology with Mandoki's everyday aesthetics and Noguera's expanded aesthetics, to delve into experiences of corporeality through close observation, Use anecdotes, and thematic analysis of a purposeful sample of 8 students. This approach enabled a rich and multidimensional understanding of corporeality as corpography and corpology, overcoming bodymind dualisms and emphasizing corporeality as an integration of feeling, being, and existing. The phases of the research included the collection of lived experiences, comprehensive analysis at multiple levels, and the creation of phenomenological texts, providing a detailed characterization of the sample and their life trajectories. Results: underline the importance of incorporating corporeality in education, proposing a methodology that makes visible bodily expression and subjectivity, thereby enriching teacher-student interaction. Differentiating from other methodologies by capturing the complexity of bodily experiences, this research suggests new pathways for improving educational praxis. Conclusions: point to a deeper understanding of corporeality, urging educational methods that recognize the wholeness of being and promote pedagogical practices that respond to the diversity of bodily and subjective experiences of children. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Objetivo: abordar la corporeidad en trayectorias vitales de niños en una escuela pública colombiana, resaltando su contribución al conocimiento educativo. Metodología: novedosa, fusionando la fenomenología hermenéutica de Van Manen con la estética cotidiana de Mandoki y la estética expandida de Noguera, para profundizar en las experiencias de corporeidad mediante la observación cercana, haciendo uso de anécdotas y análisis temático de una muestra intencionada de 8 estudiantes. Este enfoque permitió una comprensión rica y multidimensional de la corporeidad como corpografía y corpología, superando los dualismos cuerpo-mente y destacando la corporeidad como integración de sentir, estar y ser. Las fases de la investigación incluyeron la recopilación de experiencias vividas, análisis comprensivo en múltiples niveles, y la creación de textos fenomenológicos, proporcionando una caracterización detallada de la muestra y sus trayectorias vitales. Resultados: subrayan la importancia de incorporar la corporeidad en la educación, proponiendo una metodología que visibiliza la expresión corporal y la subjetividad, enriqueciéndose de esta manera la interacción maestro-estudiante. Diferenciándose de otras metodologías por capturar la complejidad de las experiencias corporales, esta investigación sugiere nuevos caminos para mejorar la praxis educativa. Conclusiones: apuntan a una comprensión más profunda de la corporeidad, instando a métodos educativos que reconozcan la integralidad del ser y fomenten prácticas pedagógicas que respondan a la diversidad de experiencias corporales y subjetivas de los niños. [ABSTRACT FROM AUTHOR]
Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Objective: this study aimed to explore corporeality in the life trajectories of children at a Colombian public school, highlighting its contribution to educational knowledge. Methodology: was employed, merging van Manen's hermeneutic phenomenology with Mandoki's everyday aesthetics and Noguera's expanded aesthetics, to delve into experiences of corporeality through close observation, Use anecdotes, and thematic analysis of a purposeful sample of 8 students. This approach enabled a rich and multidimensional understanding of corporeality as corpography and corpology, overcoming bodymind dualisms and emphasizing corporeality as an integration of feeling, being, and existing. The phases of the research included the collection of lived experiences, comprehensive analysis at multiple levels, and the creation of phenomenological texts, providing a detailed characterization of the sample and their life trajectories. Results: underline the importance of incorporating corporeality in education, proposing a methodology that makes visible bodily expression and subjectivity, thereby enriching teacher-student interaction. Differentiating from other methodologies by capturing the complexity of bodily experiences, this research suggests new pathways for improving educational praxis. Conclusions: point to a deeper understanding of corporeality, urging educational methods that recognize the wholeness of being and promote pedagogical practices that respond to the diversity of bodily and subjective experiences of children. [ABSTRACT FROM AUTHOR]
ISSN:01242121
DOI:10.17081/eduhum.26.47.6823