Corporeal Teachings in School

Abstract

In this work, we set out to present some advancements in the inter-institutional research project ´Corporeal Knowledge(s)´ (Cinde-UNP) that has as a primary objective inquiring on how the appropriation of knowledge configures from the corporealities of high school students, teachers in training and teachers in educational institutions of Bogota and Medellin (Colombia), and Ensenada, Berisso and La Plata (Argentina). In this sense, within this article, we develop an analysis of the corporeal cartographies of students from high schools and teachers in training. For that, we assumed a complexity paradigm approach, given that we consider that the study of the corporeal learning demands for a transdisciplinary and relational perspective that links each one with the other that configures and integrates she/him to its time, space and complex thread of meanings that each subject configures in the process of appropriation of knowledge.