Escritas com o corpo nas aulas de Educação Física: possibilidades de variações, descontinuidades e diferenciações

Abstract

This research argues for writing with the body as a possible didactic experience and discursive practice in Physical Education classes which can emerge from the coexistence of gestural and graphic language. In this sense, it aims to problematize student graphic writing in Physical Education as a possibility for differentiation, drawing on the Foucauldian notion of writing as a discursive practice capable of promoting transformation and acting as a factor of differentiation within movements of resistance. Methodologically, the study combines a literature review with an intervention research conducted over two academic years in a public elementary school in the countryside of São Paulo state, Brazil, involving 4th- and 5th-grade students. The writing experiments, carried out using different language materials, took place during the thematic exploration of different bodily practices. The findings indicate that students writings emerged as discontinuous statements, marked by variations, ruptures, and fragmentations, made possible by the conditions created in the classes. They also revealed possibilities for a form of writing that shifted its meanings from a dominant school configuration centered on rationality to a practice composed with the body, detached from school norms and open to sensibility and creation. And showed that Physical Education, guided by the Cultural Curriculum, presents itself as an interesting space both for problematizing dominant school writing and for producing writing with the body. Finally, the study argues that writing with the body can bring gestural and graphic language together within the same space, embedded in the social relations that operate within processes of governmentality present in classes, thus opening up possibilities for practices of freedom.