Mens sana in corpore sano: filosofia e corporeidade

Abstract

This work aimed to show that Rousseau's reflections on child education are applicable to contemporary school physical education and that, despite the historical distance and the constant evolution of educational conceptions, many of his ideas have relevance and proximity to the precepts found in the current Brazilian National Common Curriculum Base (BNCC). Primarily using the work Emile, or On Education (books I and II), we began by identifying the educational practices related to children that the author considered inadequate in his time: from the lack of breastfeeding by their mothers, to the lack of understanding of the form of language and communication of babies, also passing through the lack of freedom of movement (immobilizing bandages and the use of inappropriate devices, such as baby walkers), to unnecessary interference in the learning and development process of the baby and child. He realizes, thanks to his readings of the classics, that the education of the body, physical education, is also a fundamental requirement for the emotional, cognitive and moral development of children and young people; thus, we recover these ideas and their possible influences on the author's thoughts. Subsequently, after analyzing the BNCC, we compared Rousseau's ideas with this normative document, and regarding physical education, the philosopher's thoughts seem to be of great value. Despite appearing contradictory, they align with what is advocated in the current BNCC. In addition to perceiving significant progress in the country's educational laws, we detected an evolution from the view that physical education is merely sports practice, conceived by the LDB (Law of Directives and Bases of National Education) of 1971 and the educational policies of the military regime, to the idea that it is a bodily culture of movement for all. Therefore, Rousseau highlights the importance of the method of education from nature for the formation of children, allowing greater freedom for them to develop according to the natural flow, and thus promotes this discussion, guided by the use of movement and various bodily practices to validate his proposals. In this way, allowing reflection and connection between Rousseau, Physical Education, and the bodily culture of movement.