Esporte como experiência estética e educativaEsporte educativa: uma abordagem fenomenológica
This paper deals with sport as a possibility of disclosing the sensible, and defends the idea that being a sportsperson equals living an aesthetic and educative experience in which one can interacts with the sensible by the athletic body s reverberation of sensations in the dimension of the exper...
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| Formato: | doctoralThesis |
| Idioma: | por |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14489 |
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| Resumo: | This paper deals with sport as a possibility of disclosing the sensible, and defends
the idea that being a sportsperson equals living an aesthetic and educative
experience in which one can interacts with the sensible by the athletic body s
reverberation of sensations in the dimension of the experienced. We try to answer, in
our work, basically three questions: what moves the athlete when practicing a sport?
Which are the meanings and motivations for the practice of sports? At what measure
the athlete s experience gains an educational character? Sport is debated in this
work as an extension of the living, as long as it tries to understand the meanings
inherent to sport itself as well as to the sportive experience as a kind of education. In
support of our argument, we give a theoretic and philosophical approach to our
thesis, based on thinkers like Maurice Merleau-Ponty, Walter Benjamin, Marcel
Mauss and Friedrich Schiller. For this purpose, we get support on the
phenomenology of the French philosopher Maurice Merleau-Ponty. Our reference is
the living world of the athlete and his experience as a field of the sensible. Our point
of departure is the analysis of the narratives of sport experiences, including five
aesthetic elements; time and space of the body in the sports courts; the look on the
sportive context; the contact with the adversary; victory and defeat; the technical
gesture. Besides it, we worked out an aesthetic evaluation of the movies Olympia
and Invictus , what let us discuss three thematic categories: sensibility, emotions
and the play paradox. Subsequently, we point sport as an optimizer of the sensible
education, present on the body s processes, like the body in movement. It was also
made clear along this paper that we tried to accomplish an analysis on sports
centered in the athlete s body as an outfit of the senses to things related to the
sensible, whose aesthetic experience overpasses any deterministic conception that
should sum up the sportive world to mercantilization, discipline practices and
mechanicism. This approach franchises gateways to a Physical Education which,
containing sports as one of its support, let pupils enjoy the pleasure of constructing
common objectives, incorporating the capacity of replicating, re-making and playing
as a field of possibilities offered by an education characterized as being moving,
sensible and fitful to a body in movement |
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