BODY NARRATIVES AND SCHOOL TRANSFORMATION: TOWARDS A PEDAGOGY OF CORPOREITY

Abstract

This scientific essay delves into the urgent need to reconfigure the school experience, proposing a theoretical and practical articulation between Physical Education and Children's Literature, two fields historically segregated by the positivist curricular tradition. Under a methodology of pedagogical hermeneutics and socio-critical analysis, the study questions the fragmentation of the educational subject, arguing that integral formation does not occur in watertight compartments, but in the vital convergence between movement and the word. It analyzes how the "playing body" and the "reading mind" can merge through strategies such as the dramatization of stories and motor narrative, configuring what we call an "imaginary of resistance." Among the theoretical findings, it is highlighted that this fusion not only enhances cognitive development but is fundamental for the construction of identity, allowing the child to inhabit their body as a territory of their own meanings and not as an object of discipline. It is concluded that moving towards a Pedagogy of Corporeity is an indispensable political and ethical act to humanize the classroom, overcome the mind-body dualism, and offer an education that legitimizes the totality of being.