Abstract

EHRENBERG, Mônica Caldas  and  AYOUB, Eliana. Body practices in continuing teacher education: meanings of experience. Educ. Pesqui. [online]. 2020, vol.46, e217737.  Epub June 10, 2020. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202046217737.

This article is part of a postdoctoral research done on the fine line between education, physical education and art, and addresses the relationship between continuing teacher education and the place of the body and expressiveness in education. The goal was to enable teachers in preschool and early grades of elementary school to grasp the educational and artistic possibilities of gesture through experimentation, sensitization and body self-perception. To this end we organized an extension course for preschool and early elementary school teachers in the city of Campinas, in São Paulo, where they experienced body and artistic activities. In a second stage of the investigation we formed a focus group to discuss and understand the meanings attributed to the course by the participating teachers. That allowed us to expand the fundamental discussions on the development of body practices in teacher education, understanding them from new meanings based on the humanities, which view all people, children included, as producers of culture, including body culture. Another conclusion afforded by the study was that the body activities were able to tap into other senses, becoming a significant experience in the continuing education of the participating teachers, who reported being moved and sensitized by the experiences, thus recognizing the potential of such practices to enhance their professional training and performance.

Keywords : Teacher education; Body; Gesture; Body practices.

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