Corporal Education: Body, Movement and Subject. A Look at the Plan 2000 (UNLP), its Practices and its Impossible Changes

Abstract

This paper aims to summarize some arguments that go through the training of professionals in the UNLP, in order to construct a theory of education of the body most suited to their practices to the educational theories circulating on the subject. Proposes to unravel questions such as: How transmitting the body's master craft? How to articulate the production and transmission of knowledge in our initial training? The body and movement no longer appear as isolated, separate from the body practices. They continue to be individual items of significance with which the teaching of teaching turns to the psychology and pedagogy, with the consequent subordination to these speeches. The subject remains a synonym for man and for that theory and practice are broken, preventing the analysis of what happens in the field, to superimpose science or impose more confusion. The 2000 plan was correct in placing an object of knowledge, physical education, as central to what others had articulated knowledge, i.e. to promote a theory from practice that did not sanctify other discourses, nor disdained by ignorance. But that attempt failed because the investigation became an administrative act and sepoy, again, to other types of knowledge.