A PHENOMENOLOGICAL ANALYSIS OF THE MOVEMENT: EPISTEMOLOGICAL REFLECTIONS FOR PHYSICAL EDUCATION
Movement; Phenomenology; Biomechanics; Photography; Physical Education
To go through the history and epistemology of Physical Education is to confront the presence of philosophy, science and art in the studies of the human movement. Thus, research in the area on this phenomenon develops in different ways and by different approaches. In this work, it is intentionally chosen to think about human movement in a complex way, in the dialogue between the knowledge, specifically between the biomechanics and the phenomenology of Maurice Merleau-Ponty, thus covering different aspects about the phenomenon. From what is intended for research, the following questions are asked: what is the human movement conception of biomechanics? What readings can we make of the human movement through the sciences of the living, notably biomechanics? How is it possible to think of human movement through photographic analysis? The aim of this study is to draw a relationship between philosophy, science and art as a perspective of expanding knowledge about the human movement in Physical Education, since this approach, in particular in the thought of Merleau-Ponty, articulates scientific, philosophical and aesthetic knowledge. For the investigation, Merleau-Ponty's phenomenological attitude is used as methodological reference, the conceptual migration of Edgar Morin and the photographs of Eadeaward Muybridge as strategies for the phenomenological reflection on the human movement. In this methodological movement, we propose the construction of three chapters discussing the concepts of body, perception, technique, aesthetics and body schema to think about human movement from the point of view of lived experience: a phenomenology of movement.