Aguinaldo Cesar Surdi

A FENOMENOLOGIA COMO FUNDAMENTAÇÃO PARA O MOVIMENTO HUMANO SIGNIFICATIVO

A fenomenologia procura mostrar que o ser humano deve ser o centro do processo do conhecimento. A consciencia humana e doadora de significado e sentido para os fenomenos do mundo. Este sentido se direciona para o que e fundamental do fenomeno, a sua essencia. Portanto este caminho e sempre intencional. No caso do movimento humano, nao existe forma de movimento, mas pessoas se movimentando, que lhe fornecem significado na relacao com o mundo. Nosso trabalho teve como problematica principal, investigar sobre a argumentacao teorica que a fenomenologia proporciona para o entendimento do movimento humano como significativo. Este trabalho teorico e qualitativo teve como base o pensamento fenomenologico de Edmund Husserl e Merleau Ponty. A visao fenomenologica do movimento humano propoe que o sujeito seja o ator de seu movimento proprio e nao apenas um objeto que recebe ordens para imitar padroes de movimento preestabelecidos. O movimento deve ser entendido como um dialogo entre homem e mundo, onde o ser humano compreende o mundo pela acao. Este movimento dialogico e expressivo e comunicativo que se manifesta como gesto criativo, com possibilidade de conhecer e transformar o mundo. Este entendimento do movimento humano deve orientar o trabalho na educacao fisica, para que esta consiga recuperar seu real sentido e significado no processo educacional.

Sem tempo de ser criança: a pressa no contexto da educação de crianças e implicações nas aulas de educação física

This text moves towards to reflect on time in the process of educating children, emphasizing the worship of everything that is fast. We show that the manner in which the company has noticed the way hegemonic time is related to the most radical changes and less noticeable of our modernity. In Physical Education, the phenomenological understanding of human movement helps to understand the play and “moving oneself” - a concept developed in Brazil by Kunz (2000) as the main possibilities of respecting the child as she is and wants of his life in this and to stand before a critical logic of expediting the time, which is succumbing to quantity over quality.

O BRINCAR E O SE-MOVIMENTAR NAS AULAS DE EDUCAÇÃO FÍSICA INFANTIL: REALIDADES E POSSIBILIDADES

This paper investigates how children play and move in Physical Education classes in kindergarten. During four months, two childrens Physical Education classes were investigated in two municipal schools in Capinzal, SC. The schools studied are still strongly oriented towards performance. They value the results of actions in psychomotor activities, dance, games and mainly in sports games. Therefore, they focus on body movement within its functionality and usefulness while forgetting the people who move.

Dança e expressividade: uma aproximação com a fenomenologia

Abstract: This assay aims at reading the dance from a phenomenological perspective, comprehending how it gets close to that conception, considering that it is a human and creative expression. The purpose of that reflection is to emphasize the dance, which is a form of art and culture, as an endless possibility of creation and human resignification. As an opening to the other in time and space, the dancing experience sprouts again in a new space-time living, remaining open to different ways of interpretation, refreshing significance, which is intentioned as much by who dances as by who appreciates it.

EDUCAÇÃO FÍSICA E ÉTICA CAMPO ONDE SE JOGA O DIÁLOGO E A MELHOR ARGUMENTAÇÃO

Constata-se que existe uma tendencia de olhar para a Educacao Fisica num sentido de grande racionalidade tecnica - vinda de fora - que conduz a uma atividade fisica instrumental, funcional, dicotomica, dualista, muito preocupada com a produtividade, eficacia, tendo como bussola orientadora a dimensao utilitarista. Ora, este fato parece emprestar um olhar moral e etico muito rigido, pouco flexivel e de carater quase intocavel. No entanto, outros olhares “contrarios” (diriamos complementares) vem defender uma dimensao mais humanista sustentada pelas visoes de intencionalidade fenomenologica, hermeneutica, interpretativa, onde e feito o elogio a um outro olhar axiologico.

No time to be a child: a hurry in the context of education for children and implications in physical education classes

This text moves towards to reflect on time in the process of educating children, emphasizing the worship of everything that is fast. We show that the manner in which the company has noticed the way hegemonic time is related to the most radical changes and less noticeable of our modernity. In Physical Education, the phenomenological understanding of human movement helps to understand the play and “moving oneself” - a concept developed in Brazil by Kunz (2000) as the main possibilities of respecting the child as she is and wants of his life in this and to stand before a critical logic of expediting the time, which is succumbing to quantity over quality.

No hay tempo para ser un niño: prisa en el contexto de la educación de los niños y sus repercusiones en las clases de educación física

This text moves towards to reflect on time in the process of educating children, emphasizing the worship of everything that is fast. We show that the manner in which the company has noticed the way hegemonic time is related to the most radical changes and less noticeable of our modernity. In Physical Education, the phenomenological understanding of human movement helps to understand the play and “moving oneself” - a concept developed in Brazil by Kunz (2000) as the main possibilities of respecting the child as she is and wants of his life in this and to stand before a critical logic of expediting the time, which is succumbing to quantity over quality.