Dor, sofrimento e educa??o: a filigrana das experi?ncias na gin?stica r?tmica

• Main Author: Cavalcanti, Loreta Melo Bezerra
• Other Authors: 56613067415
• Language: Portuguese
• Published: PROGRAMA DE P?S-GRADUA??O EM EDUCA??O 2017
• Subjects: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educa??o; Dor; Sofrimento; Estesia; Gin?stica r?tmica
• Online Access: https://repositorio.ufrn.br/jspui/handle/123456789/23959

Submitted by Automa??o e Estat?stica ([e-mail]) on 2017-09-19T21:23:30Z No. of bitstreams: 1 LoretaMeloBezerraCavalcanti_TESE.pdf: 3755262 bytes, checksum: ed6ed33e4348ae640be2d478e6f04430 (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva ([e-mail]) on 2017-09-21T13:03:22Z (GMT) No. of bitstreams: 1 LoretaMeloBezerraCavalcanti_TESE.pdf: 3755262 bytes, checksum: ed6ed33e4348ae640be2d478e6f04430 (MD5) === Made available in DSpace on 2017-09-21T13:03:22Z (GMT). No. of bitstreams: 1 LoretaMeloBezerraCavalcanti_TESE.pdf: 3755262 bytes, checksum: ed6ed33e4348ae640be2d478e6f04430 (MD5) Previous issue date: 2017-04-27 === Nessa tese, afirma-se que h? educa??o nas experi?ncias de dor e sofrimento, por se configurarem como conting?ncias de um corpo estesiol?gico. Por?m, ? preciso que se assinale um olhar para a pessoa e suas sensa??es, promovendo a intensifica??o do conhecimento de si e provocando transforma??es emp?ticas. O imbricamento mundo/ser pressup?e a experi?ncia estesiol?gica, permite pensar nas experi?ncias de dor e sofrimento como tais e formular reflex?es voltadas para uma educa??o que compreenda essas condi??es. Nas experi?ncias vividas na Gin?stica R?tmica (GR), esse estudo encontra seu locus investigativo. Para tanto, apresenta os seguintes objetivos: investigar experi?ncias de dor e sofrimento na GR, a partir da descri??o e interpreta??o do vivido; compreender os limiares entre as experi?ncias de dor e sofrimento na GR; refletir sobre as experi?ncias de dor e sofrimento como enigma do corpo e; estabelecer rela??es entre as experi?ncias de dor e sofrimento e a Educa??o. Essa pesquisa amplia as possibilidades de pensar a educa??o que n?o nega as sensa??es como foco e repensa o lugar da dor e do sofrimento de modo a relativiz?-las em favor dos limites individuais das sensa??es e das rela??es emp?ticas. A fenomenologia de Merleau-Ponty traz o m?todo e a ancoragem te?rica definindo a trajet?ria da escrita metaforizada pelo processo artesanal e art?stico de elabora??o de uma filigrana. A tese se estrutura em quatro cap?tulos: no Cap?tulo 1, intitulado ?CONTORNOS?, a GR ? situada em sua liga??o com a historicidade da Educa??o F?sica e dos Esportes, as vincula??es entre a hist?ria cultural da dor e a disciplina e o corpo estesiol?gico como campo. No Cap?tulo 2, denominado ?FIOS?, fazemos a descri??o das experi?ncias de forma a entremear a autobiografia, relatos de ex-ginastas da Sele??o Brasileira de Conjuntos de GR e narrativas constantes na obra Escola de Campe?s. O Cap?tulo 3, de nome ?TESSITURA ? Filamentos de interpreta??o?, refere-se ?s interpreta??es da GR que remetem a dor dos corpos gin?sticos rasgados pelas les?es, ao sofrimento gerado pelo enquadramento aos modelos de corpos e gestos e ?s situa??es vividas que tamb?m s?o percebidas como um limiar entre dores e sofrimentos apontado pelas ex-ginastas. O quarto e ?ltimo cap?tulo ? intitulado ?CORES ? Educa??o como enigma?, as interpreta??es, nesse momento da tese, a partir dos campos de sentido emergidos, tomam a forma de reflex?es sobre a educa??o. Por fim, considera-se que as sensa??es do corpo, inclu?das nas experi?ncias de dor e sofrimento s?o pot?ncias transformadoras e se configuram como consequentes conting?ncias existenciais encarnadas em um mundo real, recheado de contrastes, prazeres, desprazeres, gozos e desgra?as. N?o ? poss?vel negar as sensa??es do corpo porque fazer isso significa negar a pessoa. Ao contr?rio, ? preciso educar quem sente para sentir, pois uma educa??o centrada na estesiologia s? pode ser enigma, pois jamais poder? precisar o que pode o corpo. === In this thesis, it is affirmed that there is education in the experiences of pain and suffering, because they are configured as contingencies of an aesthesiological body. However, it is necessary to point a glance to the person and his sensations, promoting the intensification of self-knowledge and provoking empathic transformations. The overlapping world/to be presupposes the aesthesiologic experience, it allows us to think on the experiences of pain and suffering as such and to formulate reflections directed towards an education that understands these conditions. In the experiences of Rhythmic Gymnastics (RG), this study finds its research locus. To do so, it has the following objectives: to investigate experiences of pain and suffering in RG, based on the description and interpretation of the experience; to understand the thresholds between the experiences of pain and suffering in the RG; to reflect on the experiences of pain and suffering as the enigma of the body and; to establish relationships between the experiences of pain and suffering and Education. This research expands the possibilities of thinking on education that does not deny sensations as focus and rethinks the place of pain and suffering in order to relativize them in favor of individual limits of feelings and empathic relationships. Merleau-Ponty's phenomenology brings the method and the theoretical anchorage defining the trajectory of metaphorized writing by the artisanal and artistic process of elaborating a filigree. The thesis is structured in four chapters: in Chapter 1, entitled ?CONTOURS?, the RG is situated in its connection with the historicity of Physical Education and Sports, the linkages between the cultural history of pain and the discipline and the aesthesiological body as a field of experiences. In Chapter 2, called ?WIRES?, we describe the experiences in order to interweave the autobiography, reports of ex-gymnasts of the Brazilian Team of RG and constant narratives in the book School of Champions. Chapter 3, entitled ?TESSITURA ? Filaments of interpretation?, refers to the interpretations of RG that refer to the pain of gymnastic bodies torn by the lesions, the suffering generated by the adaptation to the models of bodies and gestures and the lived situations that are also perceived as a threshold between pain and suffering pointed by the former gymnasts. The fourth and final chapter is entitled ?COLORS ? Education as a puzzle?, the interpretations, at this point in the thesis, from the fields of emerged senses, take the form of reflections about education. Finally, it is considered that the sensations of the body, included in the experiences of pain and suffering, are transforming powers and are configured as consequential existential contingencies embodied in a real world, full of contrasts, pleasures, displeasures, joys and misfortunes. It is not possible do deny the sensations of the body because to do this means denying the person. On the contrary, it is necessary to educate who feels to feel, because an education centered in the aesthesiology can only be enigma, because it will never be able to specify what the body can.