Educação do corpo : aspectos pedagógicos do segundo livro do Emílio em diálogo com as ciências do desenvolvimento humano

Abstract

The way that Physical Education is seen today in the school context in a few moments can be presented as reductionist and, therefore, most of the time it loses its pedagogical direction. To raise this issue, we intend with this work to face critically reductionist vision of Physical Education in the school context. This is the reason we believe that we need a heoretical reasoning that asserts for Physical Education its importance in the participation into the development of the human person as a whole, especially if speaking on physical, moral and intellectual developing of students. In this context, we will use the second book of Emílio de Rousseau associated with the importance of developing the child motoricity. For his could be possible we will make use of studies about the Science of Human Development on the Motoricity Development, since we believe it s possible to connect the development motoricity stages with the stages that Rousseau considers the Emílio s educational process. Our basic assumption is that the philosophical-enlightened project of a natural education proposed by Rousseau and, more specifically, the importance given to the body strengthening and to the senses refinement found in Emílio s second book, may be complemented or even updated from the scientific perspective of studies developed by the Science of Human Development. As modern inventor of the childhood concept, Rousseau has laid the knowledge foundations of the physical-motoricity, affective, cognitive and moral structures of the child, focusing on "pedagogical care" that adults should have with the child, which were decisive for the subsequent thoughts. Accordingly, studies of Rousseau, allied to those developed by the later science help us to think about the importance of body education in educational processes as a dimension needed to learners cognitive and moral development