MÍKOVÁ, Martina. Phenomenology of body and corporeality. Prague: Faculty of Education, Charles University in Prague, 2012, pp. 84 Master Degree Thesis. The aim of the master thesis deals with the phenomenology of a body and corporeality. This is mainly the analysis of the arguments to distnquish a body and soul based on the Descartes 'Meditations on the First Philosophy' and 'The Passions of the Soul'. The introduction to the Cartesian dualism, which is the introduction to the phenomenology of a body and corporeality, is followed by the analysis of key passages in 'Phenomenology of Perception' by the French phenomenologists M. Merleau-Ponty who accents the importance of human corporeality as the essential and determining condition of human being. The third section deals with the philosophy of movement because the world and a man are in relative motion, based on Patočka's texts 'Body, Community, Language, World'. The final chapter of the thesis is based on the issue of the game as a symbol of the world presented by Eugen Fink. Keywords: Descartes, perception, Pexis, body, corporeality, corporeal scheme, movement, game.

A pesquisa está vinculada à “Linha de pesquisa”: Currículo, Formação de Professores e Saberes Docentes, do Programa de Pós-Graduação em Educação da Universidade Federal do Tocantins, com base nos estudos do Grupo de Pesquisa e Extensão em Políticas Curriculares Educativas – NEPCE. Teve como “objeto de estudo” o corpo das crianças na escola de tempo integral Pe. Josimo em Palmas – TO. O “objetivo geral” da pesquisa é compreender como as atividades do currículo da ETI, sejam elas do núcleo comum ou da parte diversificada, atuam na cultura corporal do movimento das crianças. Seus “objetivos específicos” estão pautados em: 1) entender as categorias em torno do debate historiográfico sobre a escola de tempo integral: formação integral, escola de tempo integral e jornada ampliada; 2) compreender a concepção de corpo e corporeidade na contemporaneidade; 3) identificar nas atividades curriculares, tanto das disciplinas obrigatórias, quanto das atividades complementares, como elas (in)formam e/ou conformam o corpo e a corporeidade das crianças na escola de tempo integral pelo currículo dos Anos Iniciais do Ensino Fundamental: 1) na sala de aula das disciplinas obrigatórias (Língua Portuguesa, Matemática, História, Geografia, Ciências); 2) nas atividades complementares (natação, dança, vôlei, balé, música); 3) nas aulas de Educação Física, 4) no pátio e área livre. Os “fundamentos metodológicos” da pesquisa se baseiam na abordagem qualitativa. A Dissertação resulta da pesquisa bibliográfica e da análise documental com os argumentos da etnopesquisa crítica e etnopesquisa-formação, que se estabelecem como uma descrição, uma “re-presentação” dos sentidos interpretativos e simbólicos, buscando descrever para compreender, o entendimento dado ao corpo e a corporeidade nas atividades curriculares da escola de tempo integral. As referências teóricas principais: Miguel Arroyo e Maurício Roberto (2012), Alice Lopes e Elizabeth Macedo (2011), Tomaz T. Silva (1995, 1999), Florence Braunstein & Jean-François Pépin (1999), Rodrigo Carvalho (2006), Jocimar Daólio (2007), Olavo Feijó (1998), Michel Foucault (1984, 2008), Sergio Barbosa (1996), Giovanina Freitas (2004), Bell Hooks (1999), Guacira Louro (2000, 2001, 2010), Roberto Macedo (2006), Damião Rocha (2005, 2010, 2013, 2014a e 2014b), Carmen Soares (2007). O trabalho faz indicativos que a escola de tempo integral tem sido anunciada como “territórios educativos”, porém tem tornando-se um “não-lugar” do corpo-criança. Consequentemente os corpos são escrupulosamente vigiados e observados e/ou energizados e persuadidos, o que depõem contra a perspectiva de um “currículo integrado”, ao desarticular atividades nucleares das atividades secundárias no seu projeto curricular de formação. Essas práticas curriculares (in)formam às crianças que há momentos curriculares baseados em regras, disciplina e uma moral heterônoma, e outros, que podem ser autodisciplinares, configurando assim dois modelos de currículo: um “currículo da conformidade” e um outro “currículo da expressividade” aplicados isoladamente, hierarquizados e obrigatórios, até mesmo nas atividades complementares que deveriam enriquecer e tornarem-se eixo articulador entre as atividades curriculares nucleares e as atividades curriculares secundárias. / The research is related to "search line" Curriculum, Teacher Training and Knowledge Faculty, the Graduate Program in Education of the Federal University of Tocantins, based on the Group's studies Research and Extension Curricular Policies Education – NEPCE. Had the "object of study" the body of children in school full-time Fr. Josimo in Palmas – TO. The "overall objective" of the research is to understand how the activities of the ETI curriculum, whether the common core or diverse part, act on body culture movement of children. His "specific objectives" are guided by: 1) understand their ways around the historiographical debate on the school full-time: full training, full-time school and extended school day; 2) understand the concept of body and corporeality in contemporary times; 3) identify the curricular activities, both the compulsory subjects, as the complementary activities, as they (in) form and / or make up the body and corporeality of children in school full-time for the curriculum of the Early Years of Elementary School: 1) in the classroom of compulsory subjects (English Language, Mathematics, History, Geography, Science); 2) supplementary activities (swimming, dancing, volleyball, ballet, music); 3) in the Physical Education classes, 4) in the courtyard and free area. The "methodological foundations" of the research are based on a qualitative approach. The Master results from the literature search and document analysis with the arguments of the critical etnopesquisa and etnopesquisa-training, which are established as a description, a "re-presentation" of the interpretative and symbolic meanings, trying to describe to understand the understanding given to the body and corporeality in the curricular activities of the school full-time. The main theoretical references: Miguel Arroyo and Mauricio Roberto (2012), Alice and Elizabeth Lopes Macedo (2011), Tomaz T. Silva (1995, 1999), Florence Braunstein & Jean-François Pépin (1999), Rodrigo Carvalho (2006), Jocimar Daólio (2007), Olavo Feijó (1998), Michel Foucault (1984, 2008), Sergio Barbosa (1996), Giovanina Freitas (2004), Bell Hooks (1999), Guacira Louro (2000, 2001, 2010), Roberto Macedo (2006), Damião Rocha (2005, 2010, 2013, 2014th and 2014b), Carmen Smith (2007). The work is indicative that the full-time school has been billed as "educational territories", but has become a "non-place" body-child. Consequently the bodies are scrupulously watched and observed and / or energized and persuaded, which speak against the prospect of an "integrated curriculum", to dismantle nuclear activities of secondary activities in their curriculum design training. These curricular practices (in) form the children's curriculum moments based on rules, discipline and heteronomous moral, and others who may be autodisciplinares, thus creating two curriculum models: a "compliance curriculum" and another "curriculum expressiveness "applied alone, hierarchical and obligatory, even in complementary activities that should enrich and become articulator axis between the core curriculum activities and secondary curricular activities.

Made available in DSpace on 2016-07-27T13:48:10Z (GMT). No. of bitstreams: 1 ALINE JARDIM LOBO.pdf: 2407962 bytes, checksum: 84db7e610d6dcd72ae27bdf7a5923425 (MD5) Previous issue date: 2012-06-14 / Este texto é o resultado do trabalho de pesquisa bibliográfica do curso de pósgraduação stricto sensu em Ciências da Religião da Pontifícia Universidade Católica de Goiás. Apresenta uma interpretação feminista e ecofeminista de Cântico dos Cânticos, livro sagrado pertencente à Bíblia judaico-cristã. A pesquisa oferece uma possibilidade de resgate e de ressignificação das corporeidades presentes no texto e contribui para um diálogo sobre possíveis conscientizações ético-relacionais e éticoambientais. Resgatar e ressignificar, nos textos bíblicos, corpos de mulheres e suas relações com o corpo vivo da Terra, suprimidos por interpretações patriarcais, representam ressignificar o princípio feminino em sua interdependência com questões humanas e ambientais atuais a fim de despertar um novo olhar que visa a uma consciência sustentável e ética consigo mesmo(a), com o outro(a) e com a Terra. Quando nos conscientizarmos da necessidade de libertarmo-nos de amarras opressoras e absolutistas, estaremos aptos à uma consciência co-evolutiva e sinérgica com a Terra.

Made available in DSpace on 2016-04-27T19:31:03Z (GMT). No. of bitstreams: 1 Renata Pires Pinto.pdf: 3524528 bytes, checksum: 9612529ec2869b943e3f0cf201419363 (MD5) Previous issue date: 2015-03-06 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research discusses the women body as a symbolic construction, focusing on the interference that the print and audiovisual vehicles had at the manufacture a national identity, reinforcing the stereotype of well shapely bodies, bearing a kind of natural sensuality and sexuality of Brazilian women. The main purpose of this text is to identify and analyze on advertising vehicles, produced for foreign audiences, what are the speeches about woman bodies, which historically asserted the Brazilian woman stereotype. To do so, is used as primary source the advertising materials produced by Embratur (Brazilian Institute of Tourism), the official governmental institute that is responsible on promoting Brazilian tourism to foreign tourists as well as materials produced by companies that are related to Embratur. It s intent to unfold part of the historical construction of this feminine image and how the Brazilian woman image was linked into the tourism industry in advertising materials. Assuming that the cultural analysis of the female body emerges as an important issue in the field of humanities, the focus on body image can be viewed as a key element in discussions about the construction of identities, in a way to problematize the idea of a fixed and essentialized female identity, demonstrating that this stereotype is not enough to define the woman category nowadays / A presente dissertação de mestrado busca analisar o corpo enquanto uma construção simbólica, focando na interferência que a mídia impressa e os veículos audiovisuais tiveram nos processos de construção de identidade de mulheres na sociedade brasileira, reforçando estereótipos corporais e corpotamentais, tais como a sexualidade e a sensualidade exacerbadas.A proposta desta pesquisa é de identificar e analisar em veículos de grande circulação, voltados para o público estrangeiro, quais foram os discursos (imagéticos e textuais), que historicamente alimentaram e resignificaram a construção desta imagem sobre os corpos brasileiros. Para tanto, utilizo como fonte principal os materiais de mídia produzidos pela Embratur (Instituto Brasileiro do Turismo), órgão oficial que se concentra no marketing e na promoção de produtos, serviços e destinos turísticos brasileiros no exterior assim como fontes de outras mídias turísticas vinculadas a ele. Pretende-se compreender a construção histórica desta imagem feminina e como ela foi vinculada nos materiais promocionais do turismo. Entendendo a análise cultura do corpo como importante tema para as ciências humanas, o foco na corporalidade pode vir a ser uma chave nas discussões acerca dos processos de construção identitária, problematizando-se, assim, a ideia de uma identidade feminina fixa e essencializada, demonstrando que esse estereótipo não dá conta de definir a categoria mulher nos dias de hoje

Sexual difference has emerged in the last three decades as an enduring question for feminism. Drawing attention to the embodied nature of subjectivity, it enables feminists to counter the more insidious presumptions of universality and the phallocentric economy of knowledge production, and makes possible feminine expressions of subjectivity. At the same time, engaging the nature of difference has opened the way to a more detailed interrogation of identity, specifically the identity of ' woman' and 'the feminine' as categories of feminist analysis. However, tensions have emerged within this field over the concept of community, and how to motivate for political change on the basis of a common identity when the identity of woman is itself contested. In tracing these arguments, this thesis raises a number of considerations about the way difference is understood. It finds that a conceptual commitment to the specificity of the body as properly constitutive of the political can run the risk of sidelining, denigrating and presuming to excise what appears as universal, masculine, or phallocentric. In doing so, it potentially leaves aside a full political engagement with the generative and implicated nature of these terms in the formation of all identity. Consequently, questions around thought, universality, virtuality, and disembodiment may not be given full consideration, with the outcome that feminism may be foreclosing its political domain from important formative concerns. The primary aim of this thesis is to open these categories of analysis to question, to understand how they have been constructed in debates around difference, and to bring to light some of the assumptions which remain axiological to what properly constitutes feminist politics. Engaging Luce Irigaray's reading of divinity for community and identity, this thesis argues that if the implicated nature of identity is taken seriously then the organising categories fundamental to notions of political action and community become a general field of difference which exceeds the reach of feminist politics as it currently stands.

This essay tells about the meaning of eurhythmics for children’s development and why it is so difficult to draw attention to the value of eurhythmics compared to other activities in preschool. The essay builds upon a story that shows what consequences may follow when the meaning of the eurhythmics in the process of learning is not acknowledged. By looking at the relation between rhythm and human beings in a global perspective, I have examined the meaning of rhythm for the human well-being. The question I have researched is; why does eurhythmics appeal to almost every child in spite of being rejected by so many teachers? By researching the reasons behind these completely different points of views, I have tried to enhance the understanding for the different perspectives. I see a danger in the fact that the children lose a very important way to express themselves, as the eurhythmics in preschool and elementary school has to give way for other theoretical subjects. Despite the knowledge many of us possess regarding the development of children, we consent to the limitation of the different ways to express ourselves that we were born with. With my text, I want the reader to reflect over things that might otherwise have been unthought-of. The essay is a story that draws on my own experiences. I have during many years worked with eurhythmics groups in preschool and have been able to follow a positive development in the children whom have participated in my eurhythmics sessions. Yet, I have been experiencing a resistance from some pedagogues, which takes away the children’s opportunity to participate. Moreover, I have gained knowledge of the subject matter by having conversations with people who have long experience with working with children and eurhythmics/music. I have, during the process of writing, many of my thoughts confirmed; such as eurhythmics being one of the hundred languages Loris Malaguzzi talks about and how it is being jeopardized if not given attention and stimulation. By the help of literature, I have reflected over the subject and myself and my actions.

The purpose of this study is to expose the strategies through which extreme sports constitute gender through exaggeration, parody, queering, resistance, and transcendence of normative gendered binaries. I interrogate how extreme sports operate on the margins of sport, gender, media, and lived experience to better understand the processes and performances that retain, reinforce, and resist our notions of normative gender, bodies, and sexuality. Starting with the claim that performance is constitutive of gender and culture, I will focus on how extreme sporting performances create significant commentaries on mainstream assumptions surrounding sporting gender, sexuality, and corporeality. These commentaries function in extreme sports' spaces: to critique how extreme sports reclaim oppressive language of gendered binaries; to give voice to sexual silences in performances that lampoon, retrofit, and transcend those assumptions; and, for athletes to reclaim corporeality through strategies of parody, resistance, and elision. Taking up the transcendent possibilities for gender, body, and sexuality in extreme sports, I suggest that these are also places to reimagine a phallocentric combat myth, revisit issues of class and performance, and speak of the invisibility of racial difference. Using critical analysis, interviews, and personal narrative, I explore performances of gender, sexuality, and the body in mediated and live extreme events beginning with the revival of the roller derby phenomenon exemplified in the 2007 documentary Hell on Wheels, the 2006 A&E series Rollergirls, and the multiple websites, leagues, and fictional representations such as 2009's Whip It. I then turn to MTV's pranktainment playground of Jackass, Viva la Bam and Nitro Circus as well as the traveling motocross spectacle Nuclear Cowboyz. Finally, I attend to the extreme bodies of ultradistance running through multiple texts and conversations with runners as well as my own participation in the 2011 Keys100 in the Florida Keys. My study will not repeat the many questions, critiques, or concerns of foundational or traditional scholarship on sports, media, or risk. Instead, I focus on several key issues across the chapters: how sport is housed as always already a masculine realm, how mainstream and extreme sports do gender corporeally, and the ways extreme sports challenge our mainstream notions of sexualities.

Mental health problems among young people, girls and young women in particular, are a serious public health problem. Gendered patterns of mental illness are seen in conjunction with stress-related problems such as anxiety, depression, and psychosomatic complaints. Intervention models tailored to the health care situation are therefore in need of development and evaluation. The overall aim of this thesis is to develop knowledge and understanding for young women’s mental health, stress-related, and bodily problems from a psychosomatic and gender theory perspective, and to evaluate a gender sensitive physiotherapeutic intervention model consisting of a stress management course for young women with stress-related problems. The thesis consists of four studies. The overall research design combines qualitative and quantitative methods in which questionnaires and interviews were used to explore participant experiences and symptoms linked to perceived stress before and after the intervention. Data consisted of a cumulative sample of 65 young women, 16 to 25 years of age, who attended the youth-friendly health center because of stress-related problems. In paper I, multiple symptom areas of mental health and somatic problems, self-image and aspects of body perception were measured before the course. Participants were 47 of the young women. The results were compared with published normative and clinical reference groups. In paper II, the young women’s experiences of living stressful femininity were analysed with a qualitative content analysis using gender theoretical and phenomenological perspectives as an interpretative frame. The study was based on interviews with 25 of the women. In paper III, follow-up interviews were done with 32 of the women after completion of the course. Data was using qualitative content analysis to illuminate experiences of participating in the course. In paper IV, the course was evaluated by measuring changes in multiple symptom areas using the Adult Self Report (ASR), Social Analysis of Social Behaviour (SASB), and Body Perception Questionnaire (BPQ). Participants were 54 of the women who completed measurements finishing the course. Young women present complex symptomatology of stress-related problems. The total burden of symptoms plus the narrated experiences highlight how renegotiations of gender constructions and handling of normative and stressful femininity constrain access to bodily resources. After the stress management course, their measured and narrated experiences show positive changes and release of mental health and stress problems, including a more positive self-image and sense of enhanced confidence in their bodies. Experiences of the course as a safe and explorative space for gendered collective understanding and embodied empowerment indicate the need to develop gender-sensitive interventions. The thesis contributes to youth and gender theoretical perspectives with integration of psychosomatic and psychiatric physiotherapy. A broader awareness of how gender constructions and sociocultural aspects are significant in the understanding of psychosomatic expressions of mental ill health and young femininity is valuable in development of theory and interventions in physiotherapy, as well as into other fields.

Sexual difference has emerged in the last three decades as an enduring question for feminism. Drawing attention to the embodied nature of subjectivity, it enables feminists to counter the more insidious presumptions of universality and the phallocentric economy of knowledge production, and makes possible feminine expressions of subjectivity. At the same time, engaging the nature of difference has opened the way to a more detailed interrogation of identity, specifically the identity of ' woman' and 'the feminine' as categories of feminist analysis. However, tensions have emerged within this field over the concept of community, and how to motivate for political change on the basis of a common identity when the identity of woman is itself contested. In tracing these arguments, this thesis raises a number of considerations about the way difference is understood. It finds that a conceptual commitment to the specificity of the body as properly constitutive of the political can run the risk of sidelining, denigrating and presuming to excise what appears as universal, masculine, or phallocentric. In doing so, it potentially leaves aside a full political engagement with the generative and implicated nature of these terms in the formation of all identity. Consequently, questions around thought, universality, virtuality, and disembodiment may not be given full consideration, with the outcome that feminism may be foreclosing its political domain from important formative concerns. The primary aim of this thesis is to open these categories of analysis to question, to understand how they have been constructed in debates around difference, and to bring to light some of the assumptions which remain axiological to what properly constitutes feminist politics. Engaging Luce Irigaray's reading of divinity for community and identity, this thesis argues that if the implicated nature of identity is taken seriously then the organising categories fundamental to notions of political action and community become a general field of difference which exceeds the reach of feminist politics as it currently stands.

Après avoir présenté le contexte professionnel dans lequel s'est inscrit cette recherche (formateur "Corps et Voix" à l'IUFM puis à la Faculté d'Éducation-ÉSPÉ de Montpellier), j'expliquerai comment s'en sont dégagés les fondements de la problématique et les objets centraux de la recherche : le paradigme de la corporéité et le processus d'actualisation des signifiants. Je m'efforcerai d'en clarifier l'origine, la logique et les processus de structuration dans l'individu, en montrant l'importance de ces phénomènes dans la communication enseignante, sur le plan physiologique et prophylactique, sur le plan relationnel et pédagogique, et sur le plan didactique (comme vecteur et comme objet d'apprentissage). M'appuyant sur la théorie de la praxématique, je m'intéresserai alors à la méthode gestuelle de lecture Borel-Maisonny car cet étrange artefact me permettra de prolonger mes investigations à l'autre extrémité du panorama scolaire français, lorsque les enseignants guident les premiers apprentissages langagiers réflexifs et normés. Je montrerai quelle place est faite à la corporéité dans les textes et dans les pratiques, comment les enseignants gèrent les processus d'actualisation des signifiants, et en quoi leur formation sur ces points apparaît comme déficitaire. Après avoir formulé quelques hypothèses explicatives sur cet état de fait, je proposerai des pistes de remédiation et clarifierai les enjeux pour la formation des enseignants, et pour l'enseignement en France. / After presenting the professional context in which this research registered (trainer "Body and Voice" in IUFM then at the Faculty of Education-ESPE of Montpellier), I will explain how have emerged the foundations of the problematic and the central objects of this study : the paradigm of corporeality and the signifiers actualization process. I will try to clarify the origin, the logic and the structuring process in the individual, showing the importance of these phenomena in the teaching communication, physiologically and prophylactically, relationally and pedagogically, and didactically (as a vehicle and as a learning object). Basing on the theory of praxématique I will then take interest to the Borel-Maisonny gestural reading method because this strange artifact will allow me to extend my investigations at the other end of the French school panorama, when teachers guide the first reflexive and normed language learnings. I will show what place is made for corporeality in the texts and practices, how teachers manage the process of signifiers actualization, and how their training on these issues appears to be lacunary. After making some explanatory hypotheses on this fact, I will intend to propose some ways of remediation and will clarify the issues for teacher training, and for teaching in France.