The place of the body of the pupils in the learning aulico

stamp of two models

Abstract

This article constitutes a partial report of an investigation performed by the authoresses and your team, in that the degree of joint was investigated among the strategies of thought of the pupil and the practices of learning and evaluation in the classroom, in the primary level. In the above mentioned investigation there was adopted a theoretical position that conceives the pupil as body / subject, that is to say, constituted subjectively from the inscriptions that are registered in your body from the constitutive singular history and the sociocultural and political context, which in turn, across the speeches and actions - small movements, small strategies-, reconstructs meanings instituted in a hegemonic direction. This construction restores - in the pupils, homogeneous ways of learning and to be related to the knowledge that the school offers him (her), particularly across a cognitive conception of the learning, predominant in the Argentine schools. In our conception, the body occupies a place of relevancy, since it is understood as place of manifestation of its subjectivity and aptitude to construct knowledge and of meaning the cultural reality of which it tries to appropriate. The methodological boarding was qualitative. Participants carried out observations not in the classroom of class and interviews semiconstructed to the teachers responsible for the observed courses. To the children there were performed clinical individual interviews.