This study will look into to the concepts of Peripersonal Space, The Body Schema and The Body Image. It examines how the terms are typically used and describes the various views about the concepts found in the literature, as well as the contradictions between these views. In the section “The Difficulty to Differentiate the Concepts” the reader gets a deeper understanding of which criteria researchers use to differentiate the concepts from one another. The fact that there are changes in kineamethic model and sensation in humans when they are using a rake is proposed as support for the idea that also the body schema is involved in tool use. In differentiating the Body schema – Body Image from each other (and other types of body representation) we come to the conclusion that positive definitions about different representations is needed and that researchers should unite their views what the definitions should be. We also mention a problem based on the possibility on infinite body representations and a solution by a Bayesian model is proposed that looks at the input as well as the output in experiments.

Planifier, exécuter un mouvement fait appel à des représentations mentales de l'action. Ces dernières ont été formalisées par les sciences computationnelles sous le terme de modèles internes du contrôle moteur. Outre l'environnement, les informations concernant la posture, les dimensions de l'effecteur sont également cruciales et doivent être mises à jour fréquemment. Etonnamment, les modèles actuels de l‘action n'attribuent pas aux représentations du corps un rôle majeur. La mise à jour de ces représentations de l'action et du corps doit intervenir dès l'enfance, néanmoins leur développement reste méconnu. En premier lieu, je me suis attachée au développement des représentations de l'action chez les enfants de 5 à 10 ans, au développement typique d'une part et lors de Troubles des Acquisitions et de la Coordination (TAC) d'autre part. A travers la cinématique, j'ai cherché à comprendre comment les enfants développent leur capacité à anticiper et adapter leurs mouvements. Dans un deuxième temps, l'utilisation d'un outil qui allonge fonctionnellement le bras m'a permis d'examiner les inputs sensoriels (vision, proprioception) nécessaires à la plasticité des représentations du corps chez l'adulte. Enfin, j'ai interrogé ces mécanismes de plasticité des représentations de l'effecteur au cours de la croissance de l'individu alors que les dimensions corporelles changent progressivement. Dans ce but, j'ai étudié la plasticité induite par l'outil chez des enfants et adolescents au développement typique. Finalement, je discuterai des liens entre représentations du corps et contrôle moteur, deux notions indispensables à la cognition motrice / To prepare and perform movements efficiently, accurate action representations are necessary, formalized by computational science as “internal models”. Actions representations do not require exclusively the representation of object properties, information about the body and particularly the effector such as its posture and dimension are also crucial. Thus, effector representations need to be updated to account for postural changes, yet, they do not play a prominent role in the actual models of motor control. In addition, updates settings of both action and body representation are presumably established ontogenetically, but little is known on their developmental path. First, I investigated the maturation of action representation in children from 5 to 10 years of age, as well as the potential differences in children with Developmental Coordination Disorder (DCD). Through kinematics analyses, I sought to understand how children develop their ability to control their movements. Second, using a tool functionally extending arm length, I questioned the sensory inputs for body representation plasticity in adults, such as proprioception and vision. Third, I probed rapid body representations plasticity during the slowly changing dimensions of the body during growth. To this aim I investigated in typically developing children and adolescents tool-induced plasticity of the upper-limb representation. Finally, I discuss the relationship between body representations and motor control in adults and children, as despite being both related they have often times walked parallel ways

Le schéma corporel est une représentation interne et dynamique du corps, de la morphologie, et des positions relatives des segments corporels. Celui-ci serait le support à partir duquel une motricité adaptée va pouvoir se mettre en place. L’objectif principal de ce travail doctoral était d’évaluer plus précisément cette intrication entre schéma corporel et comportements moteurs. Nous avons ainsi évalué à la fois l'effet de différentes distorsions du schéma corporel sur le comportement moteur, et inversement l'effet des comportements moteurs sur la modulation éventuelle du schéma corporel.Tout d’abord, nous avons testé si la distorsion morphologique du schéma corporel rapportée récemment dans l’anorexie mentale avait un retentissement sur la locomotion des patientes, dans une tâche de passabilité d’ouvertures (Etude 1). Les patientes ont effectivement tourné leurs épaules pour des largeurs d’ouvertures qui, compte tenu de leur nouvelle morphologie, ne nécessitaient pas une telle contorsion. Des comportements moteurs identiques ont été observés chez une patiente ayant perdu massivement et rapidement du poids, mais sans souffrir d’anorexie mentale (Etude 2). Ces résultats dans leur ensemble soulignent la rigidité du schéma corporel face à des changements corporels majeurs, ainsi que son incidence forte sur le comportement moteur dans l’anorexie mentale.Dans un deuxième temps, nous avons induit chez le sujet sain, grâce au paradigme miroir, souvent utilisé en réadaptation motrice, une distorsion entre schéma corporel et segments corporels, afin d’en évaluer les conséquences sur le comportement moteur volontaire (coordination bimanuelle, Etude 3) et involontaire (post-effet moteur, Etude 4). Les résultats de nos études font apparaître que la modulation des comportements moteurs dans le paradigme miroir serait plus liée aux afférences proprioceptives du bras face au miroir ou encore à une meilleure répartition des processus attentionnels, plutôt qu’à la distorsion du schéma corporel via le miroir.Enfin, nous avons testé si les comportements moteurs, ou tout du moins l’intention motrice à l’origine, pouvaient en retour moduler le schéma corporel et le sens du mouvement (Etude 5). Les illusions de mouvement induites dans le paradigme miroir ont bien été modulées selon que l’intention motrice du bras soumis à l’illusion soit congruente ou non avec le sens du mouvement illusoire généré.Compte tenu de l’implication de l’intention motrice dans la mise à jour du schéma corporel, nous suggérons que la prise en charge des troubles du schéma corporel (e.g. dans l’anorexie mentale), souvent basée sur une réadaptation visuelle de la représentation du corps, devrait être complétée par une remédiation sensori-motrice.Mots clefs : schéma corporel, comportement moteur, anorexie mentale, paradigme miroir, kinesthésie / The body schema is an internal and dynamic representation of the body, of the relative positions of body parts, but also of their metrics. It is supposed to be the support for motor behavior to develop appropriately. The main purpose of this doctoral work was to better assess this entanglement between body schema and motor behaviors. Specifically, we sought to evaluate how different motor behaviors are affected by distortions of the body schema, and conversely how the body schema could be modulated by motor behaviors.First, we tested whether the distortion between body schema and body morphology, recently reported in the anorexia nervosa patients, had an impact on their motor behaviors during a locomotion task of door crossing (Study 1). Results show that these patients are actually turning their shoulders for door widths which, given their body morphology, do not require such a contortion. Similar motor behaviors were observed on a patient who lost weight massively and quickly, without suffering from anorexia nervosa (Study 2). Altogether these results confirm the rigidity of body schema towards major body changes, as well as its significant impact on motor behavior in anorexia nervosa.In the second part of this work, we sought to experimentally induce a visual distortion between body schema and segmental positions in healthy subjects, with a mirror paradigm, usually used as therapeutic tool, and to assess the implications for a voluntary motor behavior (bimanual coordination task - Study 3) and an involuntary one (post-contraction response- Study 4). These results show that modulation on motor behaviors is more related to proprioceptive inputs from one arm facing the mirror or better allocation of attention, rather than distortions of the body schema and mirror itself.Finally, our last aim was to test whether the motor behavior, or at least the original motor intention, could in turn modulate the body schema (Study 5). Our results revealed that illusions of movement induced in the mirror paradigm were regulated by whether the participant conducted a motor intention, with the arm subject to the illusion, that was congruent or not with the induced illusory motion.Given the involvement of motor intention in updating the body schema, we suggest that the treatment of body schema disorders (e.g. anorexia nervosa), often based on a visual rehabilitation of the body representation, should be supplemented by a sensorimotor remediation.Keywords: body schema, motor behavior, anorexia nervosa, mirror paradigm, kinesthesia

Submitted by Julio Santos (julioparsifal@hotmail.com) on 2016-09-02T23:14:13Z No. of bitstreams: 1 tese final.pdf: 8472411 bytes, checksum: 72cab36c2b81939419657a642cd00d98 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-09-08T17:33:59Z (GMT) No. of bitstreams: 1 tese final.pdf: 8472411 bytes, checksum: 72cab36c2b81939419657a642cd00d98 (MD5) / Made available in DSpace on 2016-09-08T17:33:59Z (GMT). No. of bitstreams: 1 tese final.pdf: 8472411 bytes, checksum: 72cab36c2b81939419657a642cd00d98 (MD5) / “O Fascínio e a Espetacularização como Pedagogias Corporais no World Of Warcraft.”, 247p. Tese (Doutorado), Faculdade de Educação, Universidade Federal da Bahia, Salvador-Bahia, 2016. O corpo sempre exerceu fascínio e os homens fizeram dele um dispositivo simbólico e cultural. Com o surgimento das tecnologias digitais se cria uma ampliação do seu processo de fascínio e espetacularização tendo nas relações sociais dos jogos online de MMORPG (Massively Multiplayer Online Role -Playing Game) um campo promissor para essa observação por se tratar de um espaço de ‘mundos persistentes’ em que se localizam relações sociais complexas. Nas redes o corpo está também para os aprendizados sociais. O argumento central da tese é que os processos de fascínio e espetacularização de si encontradas nas representações corporais do jogo online World of Warcraft, podem ser vistos como construtores de pedagogias corporais. O objetivo foi analisar nas criações corporais e nas relações dos personagens de jogadores do World of Warcraft processos de fascínio e espetacularização do corpo como parte das construções de pedagogias corporais. A metodologia utilizada foi a qualitativa de cunho descritivo e analítico, com dados construídos por meio de uma pesquisa participante e de entrevistas semi-estruturadas com roteiro. A pesquisa permitiu concluir, dentre outros aspectos, que os processos de fascínio e espetacularização de si, por meio de uma festiva exibição dos corpos dos personagens no jogo, embalados pela cultura da visibilidade, são estratégias para dão aos sujeitos acessos a diferentes experiências corporais mutantes. Esses corpos fascinantes e espetacularizados no jogo e em rede não se limitam apenas à aquisição de capital social, mas, também, são legítimos dispositivos pedagógicos e produtores de conhecimentos. / ABSTRACT The body has always held fascination and men made him a symbolic and cultural device. With the emergence of digital technologies to create an extension of its allure process and spectacle with the social relations of online games MMORPG (Massively Multiplayer Online Role Game -playing) a promising field for this observation because it is an area of 'worlds persistent 'where they are located complex social relations. In the networks the body is also to social learning. The central argument of the thesis is that the fascination processes and spectacle of themselves found in bodily representations of the online game World of Warcraft, can be seen as pedagogies body builders. The aim was to analyze the physical creations and relationships of the characters players of World of Warcraft fascination processes and spectacle of the body as part of the body pedagogies buildings. The methodology was qualitative descriptive and analytical, with data built through a participatory research and semi-structured interviews with script. The study concluded, among other things, that the fascination processes and spectacle of himself, through a festive display of the bodies of the characters in the game, packed the culture of visibility, are strategies to give individuals access to different bodily experiences mutants. These fascinating and espetacularizados in the game and network bodies are not limited to the acquisition of capital, but also are legitimate pedagogical devices and producers of knowledge. Keywords: World of Warcraft, Online Games and Education, Body Representations, Fascination and Spectacularization, pedagogies Body.

Submitted by Ramon Missias Moreira (ramonefisica@hotmail.com) on 2017-09-03T14:52:23Z No. of bitstreams: 1 Tese - Versão Final - AGOSTO.pdf: 8749020 bytes, checksum: 1b7b22bcbfd7c04eb63e947ae6fb6972 (MD5) / Rejected by Maria Auxiliadora da Silva Lopes (silopes@ufba.br), reason: Prezado Ramon, Favor observar as orientações que estão acima dos campos para o correto preenchimento. Campo do autor, do orientador e dos participantes da banca - preencher com os nomes por completo; inserir o abstract e key-words. Saudações, UFBA/Faced/Biblioteca Anísio Teixeira Auxiliadora on 2017-09-05T11:26:57Z (GMT) / Submitted by Ramon Missias Moreira (ramonefisica@hotmail.com) on 2017-09-06T12:35:33Z No. of bitstreams: 1 Tese - Versão Final - AGOSTO.pdf: 8749020 bytes, checksum: 1b7b22bcbfd7c04eb63e947ae6fb6972 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-09-06T19:57:43Z (GMT) No. of bitstreams: 1 Tese - Versão Final - AGOSTO.pdf: 8749020 bytes, checksum: 1b7b22bcbfd7c04eb63e947ae6fb6972 (MD5) / Made available in DSpace on 2017-09-06T19:57:43Z (GMT). No. of bitstreams: 1 Tese - Versão Final - AGOSTO.pdf: 8749020 bytes, checksum: 1b7b22bcbfd7c04eb63e947ae6fb6972 (MD5) / Cada vez mais os professores universitários estão transitando pelas redes sociais, especialmente no facebook, produzindo representações corporais com imagens de seu cotidiano. Para a compreensão dessa realidade, numa perspectiva crítica e ampliada, surge como problema de pesquisa: como um grupo de professores universitários de cursos de Educação Física produz representações corporais no perfil do Facebook? Assim, esse estudo teve como objetivo geral apreender as representações corporais no facebook produzidas por professores universitários de cursos de Educação Física; e como objetivos específicos: analisar os fatores associados a construção das representações corporais no facebook dos professores universitários de Educação Física; identificar as subjetividades corporais compartilhadas no facebook de professores universitários através das fotografias do perfil; compreender a relação do facebook na reconstrução das subjetividades desses professores universitários de cursos de Educação Física; verificar as estratégias para gerenciamento das representações corporais no facebook desses professores universitários de cursos de Educação Física; descrever as características sociodemográficas e profissionais desses professores universitários de cursos de Educação Física. Trata-se de uma pesquisa qualitativa desenvolvida na rede social facebook, ancorada nos pressupostos da Cibercultura e da Teoria das Representações Sociais, com abordagem descritiva, analítica e exploratória, sob o viés da netnografia. Foram 12 participantes, 8 professores universitários brasileiros e 4 espanhóis. Por se tratar de pesquisa em redes sociais, se escolheu estratégias complementares de coleta e produção de dados: legendas, comentários e as próprias fotografias do álbum fotos do perfil do facebook, diálogos no Messenger, além de questionário semiestruturado. Esses dados foram interpretados pela Técnica de Análise de Conteúdo e após a triangulação metodológica, se constatou que os corpos virtualizados na tela do facebook estão marcados pela necessidade de ver e se fazer ser visto e que nessa interação compartilhada com o outro constroem conhecimento e conteúdos de/sobre si, ensinam e aprendem mutuamente pelas Pedagogias corporais e conexões estabelecidas. As representações corporais são marcadas pelo forte sensação de pertença ao grupo social profissional que estão inseridos. Verificamos que os docentes criam estratégias de visibilidade intencionais que reverberam em um alegre festival de exibições dos corpos, considerados redes de signos sociais e sintomas da cultura, e que também se constituem verdadeiros territórios de aprendizagens- autoconhecimento e autoformação. As interações sociais efêmeras retroalimentam as idealizações de corpo dos professores universitários. A partir da aproximação estética e de conteúdo, foram estabelecidas 9 categorias temáticas flexíveis e provisórias: 1) Em viagem; 2) Autorretrato; 3) Relação com a família; 4) Atividade profissional e/ou intelectual; 5) Relação com animais; 6) Figuras abstratas; 7) Atividades físicas e/ou esportivas; 8) Felicidade; 9) Lazer. As experiências sociais, narrativas e linguagens evidenciaram os modos docentes de ser, estar e se construir em rede. Concluímos que as representações corporais são esses próprios protagonistas em sua interação e integração conectada ao mundo de forma livre e prazerosa. São essas outras maneiras de pensar, representar, construir, aparecer, determinar, agir, conhecer, reconstruir-se individualmente e coletivamente, aprender a/e ser na provisoriedade e na experimentação de resultados sempre inusitados. / ABSTRACT More and more university professors are transiting through social networks, especially in facebook, producing corporal representations with images of their daily life. To understand this reality, in a critical and extended perspective, it emerges as a research problem: How does a group of university professors of Physical Education courses produce corporal representations in the Facebook profile? Thus, this study had as a general objective to apprehend the corporal representations in facebook produced by university professors of Physical Education courses; And as specific objectives: to analyze the factors associated with the construction of the corporal representations on facebook of the university professors of Physical Education; Identify the body subjectivities shared in the facebook of university professors through the photographs of the profile; Understand the relationship of facebook in the reconstruction of the subjectivities of these university professors of Physical Education courses; To verify the strategies for the management of the corporal representations in facebook of these university professors of courses of Physical Education; To describe the sociodemographic and professional characteristics of these university professors of Physical Education courses. This is a qualitative research developed in the facebook social network, anchored in the assumptions of Cyberculture and Social Representation Theory, with a descriptive, analytical and exploratory approach, under the netnography bias. There were 12 participants, 8 Brazilian university professors and 4 Spanish professors. Because it was research in social networks, we chose complementary strategies of data collection and production: subtitles, comments and the own photographs of the album photos of the facebook profile, dialogues in Messenger, and semi-structured questionnaire. These data were interpreted by the Content Analysis Technique and after the methodological triangulation, it was verified that the virtualized bodies on the facebook screen are marked by the need to see and make themselves seen and that in this interaction shared with the other they build knowledge and content of / On themselves, teach and learn each other by established bodily pedagogies and connections. The corporal representations are marked by the strong feeling of belonging to the professional social group that are inserted. It was found that teachers create intentional visibility strategies that reverberate in a joyful festival of exhibitions of bodies, considered networks of social signs and symptoms of culture, and which also constitute true territories of learning - self-knowledge and self-formation. Ephemeral social interactions feedback the body idealizations of university teachers. From the aesthetic and content approximation, 9 flexible and provisional thematic categories were established: 1) On the road; 2) Self-portrait; 3) Relationship with the family; 4) Professional and / or intellectual activity; 5) Relationship with animals; 6) Abstract figures; 7) Physical and / or sports activities; 8) Happiness; 9) Leisure. The social experiences, narratives and languages showed the teaching ways of being, being and building in a network. We conclude that bodily representations are these very protagonists in their interaction and integration connected to the world in a free and pleasurable way. It is these other ways of thinking, representing, constructing, appearing, determining, acting, knowing, rebuilding individually and collectively, learning to and being in the provisional and experimenting with ever-unusual results. Key-words: Social Representations; Body Representations; University Professors; Facebook; Contemporary subjectivities. / RESUMEN Cada vez son más los académicos están en tránsito a través de las redes sociales, especialmente Facebook, la producción de representaciones corporales con imágenes de su vida cotidiana. Para la comprensión de esta realidad, una perspectiva crítica y ampliada, se trata como problema de investigación: Como un grupo de profesores universitarios de cursos de educación física produce representaciones corporales en el perfil de Facebook? Por lo tanto, este estudio tuvo como objetivo aprehender las representaciones del cuerpo en facebook producido por profesores universitarios de cursos de educación física; y los siguientes objetivos: analizar los factores asociados a la construcción de las representaciones del cuerpo en facebook de los profesores de educación física de la universidad; identificar las subjetividades cuerpo compartidos en lo académico Facebook a través de imágenes de perfil; facebook entender la relación de la reconstrucción de las subjetividades de los profesores de los cursos de educación física; comprobar las estrategias para la gestión de las representaciones del cuerpo en facebook estos profesores de cursos de educación física; Describir las características sociodemográficas y profesionales de estos profesores de cursos de educación física. Se trata de una investigación cualitativa desarrollada en la red social facebook, anclado en los supuestos de la cibercultura y la Teoría de las Representaciones Sociales, con enfoque descriptivo, analítico y exploratorio, bajo el empuje de netnografía. Hubo 12 participantes, 8 profesores universitarios brasileños y cuatro españoles. Debido a que es la investigación sobre redes sociales, fue elegido colección estrategias complementarias y datos de producción: subtítulos, comentarios y fotografías Álbum de fotos propias perfil de facebook, diálogos en el Messenger, y un cuestionario semi-estructurado. Estos datos fueron interpretados por la técnica de análisis de contenido y después de la triangulación metodológica, se encontró que los cuerpos virtuales en pantalla facebook están marcados por la necesidad de ver y ser visto y que esta relación compartida con otros a construir conocimientos y contenidos / sobre usted, que enseñan unos a otros y aprender las pedagogías del cuerpo y las conexiones establecidas. representaciones corporales están marcados por un fuerte sentido de pertenencia a grupo social profesional al que pertenecen. Se encontró que los maestros a crear estrategias intencionales de visibilidad que repercuten en un festival alegre de opiniones de los órganos, consideradas las redes sociales de los signos y síntomas de la cultura, y también áreas reales de auto-conocimiento y aprendizagens- autoformación. Las interacciones sociales efímeras retroalimentan el cuerpo de idealizaciones de los profesores universitarios. Desde el enfoque y contenido estético se establecieron nueve categorías temáticas flexibles y temporales: 1) viaje; 2) Auto-retrato; 3) Relación con la familia; 4) La práctica y / o intelectual profesional; 5) de un animal; 6) abstractas de personas; 7) Las actividades físicas y / o deportivas; 8) La felicidad; 9) Ocio. Las experiencias sociales, narrativas y lenguajes mostraron los profesores maneras ser, de vivir y construir una red. Llegamos a la conclusión de que las representaciones corporales son estos protagonistas de su interacción e integración relacionadas con el mundo de manera libre y placentera. Estas son otras formas de pensar, actuar, edificio, parecen determinar, actuar, aprender, reconstruirse, individual y colectivamente, para aprender / y estar en los resultados de pruebas de temporalidad y siempre inusuales.