O corpo adolescente na educação; percepções relatadas por adolescentes a respeito da interferência da aplicação de exercícios de bioenergética na aprendizagem escolar

Abstract

Adolescents go through physical, emotional, physiological and psychical transformations that interfere with learning and intellectual ability. Body development, as much as the proprioception and sensations that emerge from the body, are themes little explored by educators. Focusing on the adolescent body and studying the relation body/mind has became necessary to deepen knowledge and development in the adolescence phase. The learning process is understood to be the process of knowing the inner world, which is the perception that one has of oneself from emotional and physical sensations, and the outer world, which originates from the relationship with the educator, colleagues and the technological universe, which form the cognitive process. The objective of this thesis was to analyze the interference of learning, relative to students, through exercises done in the classroom. The exercises were based on bodywork theory and Bioenergetic Analysis Lowen (1982) and complemented by other psycho-body schools, for instance Boadella (1992). The research was conducted in two schools, one in a private school and the other in a public school. The students were in their second year of high school ranging from ages 15 to 17. Body exercises were used as a resource to gain awareness and body self-perception targeting on acquiring more attention and interest in contents and suggesting its use during class, if it is necessary. The Grounding and Breathing (Lowen, 1982) techniques were the basis for the development of this research. According to reports collected from questionnaires applied to the students, these resources helped them to become more attentive, gain focus and wakefulness, developing greater attention to the contents explained by the teacher. Participants noticed significant changes in body posture, self-perception, and reported that the grounding and breathing helped them to decrease anxiety. This study can contribute to adolescent school learning, as proposed activity to be integrated into school routine, enabling students to self-regulate and use new resources for learning. It can also help adolescents’ parents and educators to have a physiological, Psycho-Physical, neurobiological, social and emotional vision of the adolescent’s conflicting stage.

Date of Award	2014
Original language	Portuguese
Supervisor	Lilian Cristine Ribeiro do Nascimento (Supervisor) & OSCAR CONCEIÇÃO DE SOUSA (Supervisor)