Fundamentos antropológicos do semovimentar: Percepção, movimento e salutogênese
DOI:
https://doi.org/10.21814/rpe.7383Abstract
O presente ensaio tem como objetivo expandir o estudo do conceito semovimentar como fundamento para uma Educação Física responsável. A
partir de leitura fenomenológico-hermenêutica, destacamos dois autores centrais a respeito das bases antropológicas do movimento humano no interior da Gestaltkreis. Os resultados apontam que a partir de Viktor von Weizsäcker surgem novos fundamentos para uma intervenção diferenciada na área da saúde, denominada antropologia médica, tendo como eixo central a percepção-movimento. Em seguida, a partir de Paul Christian, emerge a nova compreensão de ser humanoque se-move na e pela intencionalidade. Diante das constatações sugere-se temáticas para a formação de professores e elaboração de projetos escolares, com arranjos didáticos onde crianças e jovens podem seguir o paradigma da salutogênese, ao contrário da hegemônica patogênese. Sugerimos ainda que a meta educacional seja o mundo das relações em níveis salutarese que o eixo seja o sentido de vida em movimento.
PALAVRAS-CHAVE
Educação Física; Antropologia médica; Percepção-movimento; Se-movimentar
ABSTRACT
The present essay aims to expand the study of self-motionconcept as the
basis for responsible Physical Education. From a phenomenologicalhermeneutic reading, it is worth highlighting two primary authors on the anthropological bases of human movement within the Gestaltkreis. From Viktor von Weizsäcker, results show that there are new foundations for a differentiated intervention in the healtharea called medical anthropology, and with the central axis in perception-movement. Then, from Paul Christian, a new understanding of the human being that moves in the intentionality emerges. Given these findings, it is possible to suggest topics for teachers’ training and for the development of school projects, with didactic arrangements where
children and youth may follow the paradigm of salutogenesis, unlike the hegemonic pathogenesis. Also, it is worth suggesting that the educational goal can be the relationships in the world at healthy levels, and the axis may be the sense of lifein movement.
KEYWORDS
Physical Education, Medical anthropology; Perception-movement; self-motion
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