From materialism to transmaterialism in physical education: towards a pedagogy of the conscious corporeality
Abstract
The incorporation of competencies into the educational system as a programmatic axis has reinforced technical teaching which, in the case of physical education, corresponds to a mechanistic approach that promotes pedagogical action on the body as if it were a machine, ignoring its ethical and political implications. This essay presents a proposal for physical education as a pedagogical action for the development of conscious corporeity. Based on the connections that recent scientific advances have shown in different areas - such as physics, biology or neuroscience - transmaterialism is defended as an alternative metaphysical system to the hegemonic materialism. Once the ontological foundations of the transmaterialist perspective have been established, a proposal for physical education as a pedagogy of conscious corporeity is advanced, which is developed through five principles of action, which contrast with those based on the materialistic worldview: unity/fragmentation, mindfulness/automatism, subjectivism/objectivism, uncertainty/determinism, and etho-political body/body knot.
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