Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica

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...

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Autor principal: Cavalcanti, Loreta Melo Bezerra
Outros Autores: http://lattes.cnpq.br/7535092698615697
Formato: doctoralThesis
Idioma:por
Publicado em: Brasil
Assuntos:
Educação
Dor
Sofrimento
Estesia
Ginástica rítmica
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Endereço do item:https://repositorio.ufrn.br/jspui/handle/123456789/23959
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id ri-123456789-23959
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language por
topic Educação
Dor
Sofrimento
Estesia
Ginástica rítmica
CNPQ::CIENCIAS HUMANAS::EDUCACAO
spellingShingle Educação
Dor
Sofrimento
Estesia
Ginástica rítmica
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Cavalcanti, Loreta Melo Bezerra
Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica
description 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.
author2 http://lattes.cnpq.br/7535092698615697
author_facet http://lattes.cnpq.br/7535092698615697
Cavalcanti, Loreta Melo Bezerra
format doctoralThesis
author Cavalcanti, Loreta Melo Bezerra
author_sort Cavalcanti, Loreta Melo Bezerra
title Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica
title_short Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica
title_full Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica
title_fullStr Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica
title_full_unstemmed Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica
title_sort dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica
publisher Brasil
publishDate 2017
url https://repositorio.ufrn.br/jspui/handle/123456789/23959
work_keys_str_mv AT cavalcantiloretamelobezerra dorsofrimentoeeducacaoafiligranadasexperienciasnaginasticaritmica
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spelling ri-123456789-239592019-06-16T05:21:03Z Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica Cavalcanti, Loreta Melo Bezerra http://lattes.cnpq.br/7535092698615697 http://lattes.cnpq.br/5255588024266396 Rinaldi, Ieda Parra Barbosa http://lattes.cnpq.br/8875226890794702 Caminha, Iraquitan de Oliveira http://lattes.cnpq.br/0554271319840687 Melo, José Pereira de http://lattes.cnpq.br/9283008377235258 Mendes, Maria Isabel Brandao de Souza http://lattes.cnpq.br/6831555305550834 Viana, Raimundo Nonato Assunção http://lattes.cnpq.br/2070306377562824 Medeiros, Rosie Marie Nascimento de http://lattes.cnpq.br/4739820420408872 Educação Dor Sofrimento Estesia Ginástica rítmica CNPQ::CIENCIAS HUMANAS::EDUCACAO 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. Nessa tese, afirma-se que há educação nas experiências de dor e sofrimento, por se configurarem como contingências de um corpo estesiológico. Porém, é preciso que se assinale um olhar para a pessoa e suas sensações, promovendo a intensificação do conhecimento de si e provocando transformações empáticas. O imbricamento mundo/ser pressupõe a experiência estesiológica, permite pensar nas experiências de dor e sofrimento como tais e formular reflexões voltadas para uma educação que compreenda essas condições. Nas experiências vividas na Ginástica Rítmica (GR), esse estudo encontra seu locus investigativo. Para tanto, apresenta os seguintes objetivos: investigar experiências de dor e sofrimento na GR, a partir da descrição e interpretação do vivido; compreender os limiares entre as experiências de dor e sofrimento na GR; refletir sobre as experiências de dor e sofrimento como enigma do corpo e; estabelecer relações entre as experiências de dor e sofrimento e a Educação. Essa pesquisa amplia as possibilidades de pensar a educação que não nega as sensações como foco e repensa o lugar da dor e do sofrimento de modo a relativizá-las em favor dos limites individuais das sensações e das relações empáticas. A fenomenologia de Merleau-Ponty traz o método e a ancoragem teórica definindo a trajetória da escrita metaforizada pelo processo artesanal e artístico de elaboração de uma filigrana. A tese se estrutura em quatro capítulos: no Capítulo 1, intitulado “CONTORNOS”, a GR é situada em sua ligação com a historicidade da Educação Física e dos Esportes, as vinculações entre a história cultural da dor e a disciplina e o corpo estesiológico como campo. No Capítulo 2, denominado “FIOS”, fazemos a descrição das experiências de forma a entremear a autobiografia, relatos de ex-ginastas da Seleção Brasileira de Conjuntos de GR e narrativas constantes na obra Escola de Campeãs. O Capítulo 3, de nome “TESSITURA – Filamentos de interpretação”, refere-se às interpretações da GR que remetem a dor dos corpos ginásticos rasgados pelas lesões, ao sofrimento gerado pelo enquadramento aos modelos de corpos e gestos e às situações vividas que também são percebidas como um limiar entre dores e sofrimentos apontado pelas ex-ginastas. O quarto e último capítulo é intitulado “CORES – Educação como enigma”, as interpretações, nesse momento da tese, a partir dos campos de sentido emergidos, tomam a forma de reflexões sobre a educação. Por fim, considera-se que as sensações do corpo, incluídas nas experiências de dor e sofrimento são potências transformadoras e se configuram como consequentes contingências existenciais encarnadas em um mundo real, recheado de contrastes, prazeres, desprazeres, gozos e desgraças. Não é possível negar as sensações do corpo porque fazer isso significa negar a pessoa. Ao contrário, é preciso educar quem sente para sentir, pois uma educação centrada na estesiologia só pode ser enigma, pois jamais poderá precisar o que pode o corpo. 2017-09-21T13:03:22Z 2017-09-21T13:03:22Z 2017-04-27 doctoralThesis CAVALCANTI, Loreta Melo Bezerra. Dor, sofrimento e educação: a filigrana das experiências na ginástica rítmica. 2017. 287f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2017. https://repositorio.ufrn.br/jspui/handle/123456789/23959 por Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO

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