Vol. 7 No. 72 (2025): October
Artículos

Rethinking body education from David Le Breton: senses of the body and emerging knowledge

PDF (Español (España)) HTML (Español (España))
  • Juan Fernando Tobón Bedoya,
  • Irma Leticia Zapata Rivera
Juan Fernando Tobón Bedoya
Universidad de San Buenaventura-Medellín
Irma Leticia Zapata Rivera
Universidad Autónoma de Sinaloa, México
DOI: https://doi.org/10.51896/rilcods.v7i72.1011

Published 2025-11-12

Keywords

  • Physical Education,
  • Bodily Knowledge,
  • Philosophy of Education,
  • Cultural Anthropology,
  • Hermeneutic Interpretation,
  • Subjectivity
    • ...More
    Less

How to Cite

Tobón Bedoya, J. F., & Zapata Rivera, I. L. (2025). Rethinking body education from David Le Breton: senses of the body and emerging knowledge. Desarrollo Sustentable, Negocios, Emprendimiento Y Educación, 7(72), 25–42. https://doi.org/10.51896/rilcods.v7i72.1011
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

Within the field of Physical Education (PE), there is an idea of the body that tends to be incomplete, limiting it to functional, measurable and anatomical aspects. This perspective makes it difficult to understand corporeality as something sensory, symbolic and cultural, key in educational development. For this reason, this study proposes a hermeneutic of David Le Breton's work Anthropology of the Body and Modernity, whose anthropological approach invites us to rethink the most common ideas about the body in educational discourses. Therefore, the objective is to interpret the senses of the body and its relationship with PE in the academic field, based on the work. To this end, a qualitative approach is adopted, of a theoretical-interpretative type, with an educational hermeneutical perspective. The research combines documentary design, reflection and complementary fieldwork. The techniques used included semi-structured interviews with teachers from different educational levels, and the analysis of PE curricula meshes. Based on this, a categorical matrix was developed organized around five categories with previous knowledge according to the findings. The results help to understand the body as personal, dynamic and complete with meanings. Finally, the importance of a physical training that appreciates something more than the simple physique is underlined, the study offers a reflective perspective on educational narratives and invites the adoption of more integrative, empathetic and sensitive teaching methods.

PDF (Español (España)) HTML (Español (España))

References

  1. Águila Soto, C., & López Vargas, J. J. (2019). Cuerpo, corporeidad y educación: una mirada reflexiva desde la Educación Física (Body, corporeity and education: a reflexive view from Physical Education). Retos, 35, 413–421. https://doi.org/10.47197/retos.v0i35.62035
  2. Bisquerra, R. (2009). Metodología de la investigación educativa (2.ª ed.). La Muralla. https://n9.cl/taays
  3. Bourdieu, P. (2000). La distinción: Criterio y bases sociales del gusto. Taurus. https://n9.cl/t7r5hp
  4. Bourdieu, P. (2007). El sentido práctico. Siglo XXI Editores. https://acortar.link/LZ26v9
  5. Butler, J. (2001). El género en disputa: El feminismo y la subversión de la identidad. Paidós. https://www.lauragonzalez.com/TC/El_genero_en_disputa_Buttler.pdf
  6. Butler, J., & Fraser, N. (2000). ¿Redistribución o reconocimiento? Un debate entre marxismo y feminismo. Traficantes de sueños. https://n9.cl/fv9ynm
  7. Csordas, T. J. (1993). Somatic modes of attention. Cultural Anthropology, 8(2), 135–156. https://doi.org/10.1525/can.1993.8.2.02a00010
  8. Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research (5th ed.). SAGE Publications. https://n9.cl/859gfr
  9. Devís-Devís, J., Molina, P., & Peiró-Velert, C. (2024). La Educación Física escolar en la encrucijada: reflexiones para un futuro posible. Revista Española De Educación Física Y Deportes, 438(3, suplemento), 48–62. https://reefd.es/index.php/reefd/article/view/4458
  10. Dupuy, M. (2023). Currículum y Educación Física: Aportes para una revisión crítica de las prácticas corporales dominantes. Educación Física y Ciencia, 25(1), e246. https://doi.org/10.24215/23142561e246
  11. Evans, J., Rich, E., Davies, B., & Allwood, R. (2008). Body pedagogies, P/policy, health and gender. British Educational Research Journal, 34(3), 387–402. https://doi.org/10.1080/01411920802042812
  12. Fernández Balboa, J. M. (Ed.). (1997). Critical postmodernism in human movement, physical education, and sport. State University of New York Press. https://n9.cl/bc091f
  13. Foucault, M. (2002). La arqueología del saber (A. Garzón del Camino, Trad.). Siglo XXI Editores. (Obra original publicada en 1969).
  14. Freire, P. (2012). Pedagogía del oprimido (2.ª ed., J. Mellado, Trad.). Siglo XXI Editores. https://n9.cl/guwm4
  15. Gadamer, H. G. (1998). Verdad y método II: Ergänzungen · Register (M. Olasagasti, Trad.). Ediciones Sígueme. (Original publicado en 1986 por J. C. B. Mohr, Tübingen). https://n9.cl/8z8wtr
  16. Gallo Cadavid, L. E. (2009). El cuerpo en la educación da qué pensar: Perspectivas hacia una educación corporal. Estudios Pedagógicos, 35(2), 231–241. https://www.redalyc.org/articulo.oa?id=173514137013
  17. Gallo Cadavid, L. E. (2012). Las prácticas corporales en la educación corporal. Revista Brasileira de Ciências do Esporte, 34(4), 825–843. https://www.redalyc.org/articulo.oa?id=401338573003
  18. Gendlin, E. T. (1992). La primacía del cuerpo, no la primacía de la percepción. Hombre y Mundo, 25(3–4), 341–353. https://www.focusing.org/gendlin/docs/gol_2220.html
  19. Grundy, S. (1998). Producto o praxis del currículum (P. Manzano, Trad.). Ediciones Morata. https://n9.cl/6bgra
  20. Kirk, D. (2009). Physical education futures. Routledge. https://doi.org/10.4324/9780203874622
  21. Kirk, D. (2019). Precarity, Critical Pedagogy and Physical Education (1st ed.). Routledge. https://doi.org/10.4324/9780429326301
  22. Le Breton, D. (2013). Antropología del cuerpo y modernidad (P. Malher, Trad.). Lectulandia. (Obra original publicada en 1990). https://n9.cl/6xcksl
  23. Merleau-Ponty, M. (1993). Fenomenología de la percepción (J. Cabanes, Trad.). Ediciones Planeta-De Agostini. (Obra original publicada en 1945). https://n9.cl/ig98a
  24. Parlebas, P. (2020). Educación física y praxiología motriz [Artículo original en portugués]. Conexões: Educação Física, Esporte e Saúde, 18, 1–8. https://doi.org/10.20396/conex.v18i0.8659657
  25. Ricoeur, P. (2002). Del texto a la acción: Ensayos de hermenéutica II (P. Corona, Trad.; 2.ª ed.). Fondo de Cultura Económica. (Obra original publicada en 1986). https://n9.cl/ugrft
  26. Shilling, C. (2016). The body: A very short introduction. Oxford University Press. https://global.oup.com/academic/product/the-body-a-very-short-introduction-9780198739036
  27. Shusterman, R. (2008). Body consciousness: A philosophy of mindfulness and somaesthetics. Cambridge University Press. https://doi.org/10.1017/CBO9780511802829
  28. Skliar, C. (2002). Alteridades y pedagogías: O… ¿Y si el otro no estuviera ahí? Educação & Sociedade, 23(79), 85–123. https://doi.org/10.1590/S0101-73302002000300007
  29. Stirrup, J., & Hooper, O. (Eds.). (2021). Critical pedagogies in physical education, physical activity and health. Routledge. https://doi.org/10.4324/9781003003991
  30. Stolz, S. (2014). The Philosophy of Physical Education: A New Perspective. Routledge. https://doi.org/10.4324/9781315762258
  31. Tinning, R. (2009). Pedagogy and human movement: Theory, practice, research. Routledge. https://doi.org/10.4324/9780203885499