The relevance of image and body movement in the process of learn and teach

Abstract

This study originated from the observations made by the authors about the different ways to understand the relevance of body image and movement in the process of Learning and Teaching. To contextualize this educational and somatic process, visual dynamics were applied to participants enrolled in the extension course Body, Human Education and Society - at UFGD, aiming to make the participant aware of everyone else's idea; identify, besides he diversity of ideas, many ways of seeing and thinking the same image or body movement, leading the participant to the development of his own thinking method or collective reflection, and ultimately to improve student participation and involvement . For this, we base ourselves on the theory of John Hattie (2017) about Visible Learning and we use the Zoom Thought Routine as a methodology. Four images were presented for observation and analysis, and after that, we asked 3 questions: What do you see? What do you think it could be? and What are your own inferences and conclusions from what you saw and thought? From the participants' reports, it was clear that the description and analysis of the images was be done through the knowledge repertoire of each learner. By listening to what is said, we get in touch with the learner's repertoire of words and thoughts, the way he acts and reacts to the situations presented there and the manner he resolves them. Observing the learner while performing the task, we notice attitudes that can be the hindering element of learning or even the reason for not learning. We analyzed how much this teaching-learning relationship was shown to be a reflection of the environment in which we live; that looking at learning is procedural and due to our heritage, we acquire knowledge, as well as transmit it, transforming ourselves into other “I's”. So, when we become other "I", the paths we choose, whatever it may be, will have a learning curve, which is marked in us, in our body and that these impressions should not be qualified as positive or negative, but as signs and signatures that they build us as a singular being. We know that such brands can help or harm us in our training processes, so it is necessary to find strategies to constantly dismantle stagnation tendencies, through self-transforming practices, to increase our creative potential and inspire us to constant changes necessary for our evolution.