Embodied narratives as an artistic practice to research into the understanding of the symbolic function of university students

Abstract

This work is the result of a study on the understanding of the symbolic function through the bodily narratives of university students in Education. It aims to explore the possibility of proposing modes of learning through bodily experience, using bodily narratives as both an artistic practice and a research method, following Le Breton’s idea of conceiving the body as text and narrative. The concept of symbolic function is proposed as the theme presented to students, given its relevance as an essential cognitive capacity developed during early childhood. The analysis of the bodily narratives is also presented in relation to the understanding of the symbolic function and the reflection it enables on what has been learned. Finally, several contributions are discussed that deepen both the object of study and the relevance and epistemological implications of artistic methods within educational research. The objective is to answer the following question: Do bodily narratives as an artistic practice contribute to university students’ understanding of the concept of symbolic function? The conclusion highlights their positive effect, based on the possibility they offer to embody ideas.