Integração entre Arte e Educação Física no ensino médio: uma perspectiva fenomenológica do corpo como linguagem

Abstract

This dissertation takes the body as language as its central phenomenon, as it manifests in the integrative experiences between Art and Physical Education in High School. Curricular integration does not constitute the object of investigation in itself, but the pedagogical curricular horizon within which the body, in its expressive, sensitive and embodied dimension, reveals itself as presence, creation and production of meaning. Drawing on the hermeneutic phenomenological perspective of van Manen (2014) and Merleau-Ponty (1999), I seek to understand the bodily and expressive experiences developed with twenty-five High School students, fifteen of whom completed the investigative process, in a public school in Palmas, Tocantins, Brazil, through pedagogical workshops, participant observation and conversation circles. I organize the comprehension procedures in the phases of epoché, phenomenological reduction, imaginative variation and eidetic synthesis. The findings reveal that, in integrative experiences, the body inscribes itself as the subject of learning, configuring more sensitive, expressive and relational educational environments. I understand that this perspective supports pedagogical practices oriented toward human formation in its existential totality, in accordance with the principles of the Brazilian National Common Curricular Base and the New High School framework.