Corporeidade e currículo na Amazônia: corpo-afeto, corpo-expressão e corpo-intuição

Abstract

This thesis aims to understand the place of corporeality-affect-being-of-power in the school curriculum. The approach of this study is qualitative, descriptive and analytical in nature. The bibliographic method, with a phenomenological approach, was used to describe the experiences of readings, studies and documentary analysis. The theoretical foundation was mainly based on the works of Merleau-Ponty (1999), Spinoza (2020), Deleuze (1999) and Bergson (2006). The body is an intermediary of our condition of being in the world, corporeality in a more direct sense concerns the body's relations with the world. The inversion we propose involves thinking about the body as an immanent, expressive and intuitive phenomenon that relates to and has an openness to the world. The first three statements of this research are dedicated to the creation of the concepts of body-affect, body-expression and body-intuition, related to the corporeality of being and its consequences in the formal teaching and learning process. In the last chapter, based on the philosophy of immanence, difference and phenomenology, a cartography is produced of the bodies that resist the normative impositions of school curricula: the bodies of teachers, the bodies that find their power in dance and the bodies that practice sports in school. It is concluded, based on these theories, that a smaller/flexible/open curriculum, thought about joyful encounters between teachers and students, would increase the power to act and create, and that an education beyond intelligence would promote the rectification and creation of new ideas and learning, since the impulses arising from the vivid world are fundamental for the construction of knowledge.