A virada ontológica na educação física: da potência de movimento ao plano eto-educacional

Abstract

The present work operates an immersion movement in the meanderings of the epistemological debate in the field of Brazilian Physical Education (PE) about themes such as education, body, knowledge, and culture. Historically, PE has always been linked to educational and pedagogical issues. Thus, the field of PE can be defined as the social space of dispute about the authorized ways to think and guide the education of bodies through body practices. The search for these forms of body education through body movement practices resulted in theories and production of knowledge that had the human body as its privileged object, but that, paradoxically, treated it as "mere object", or as passive in this educational process. However, studies dating from the late 1990s and early 2000s have been pointing to the need to rethink the participation of the body in PE - a revaluation of the body within PE. We believe that this attempt to revalue the body in PE expresses a movement back to ontology, a kind of ontological turn in the area. Therefore, our thesis is that the search for the revaluation of the body in PE expresses an ontological turn underway in the area, which has as a problem an attempt to build an element of ontological nature, which we understand to be the potency of movement, which makes it possible to draw an etho-educational plan on which the pedagogical action of PE unfolds. In other words, the revaluation of the body in the area gives us the possibility of diagnosing the ontological conditions of experience in the context of PE. Methodologically speaking, this thesis is characterized as a theoretical research, since it mobilizes a set of concepts and theories, seeking from such mobilization, a rereading of them, as well as the production of new concepts and theories. Our thesis was written based on a double reading of Deleuze and Spinoza ("Deleuzian"), with the agencying of the professorresearcher's body. We sought for an attentive reading of authors from the Physical Education field - which, in our understanding, signal an ontological turn in the area -, as well as Deleuzian and Spinozian concepts, but in addition to that, whenever possible, we brought up the professor's affections (afectos), from the description of events that emerged in the pedagogical practice. We point out that body and culture are inscribed in the immanence of the continuum that is life; neither are elements already shaped, but differential activities in this continuum of life that shape existence, producing it. Thus, the experimentations involving body practices of movement express ways of existence. We understand that we can better understand the ontological turn in Physical Education if we radicalize the concept of movement, understanding it not from the relation between body and culture, but rather as a way, among several others, of life expressing its production, and that only in this process body and culture can emerge. Finally, the genetic condition of the horizon of meaning and normativity of action occurs in immersing and accompanying the movement in the continuum of life.