Body awareness from the perspective of physical education

Abstract

This study aims to explore body awareness from the perspective of Physical Education, proposing pedagogical alternatives that foster greater autonomy and student protagonism by integrating philosophical, psychomotor, and social aspects. The research is based on a theoretical review, addressing concepts such as body schema, body image, and body awareness. It analyzes the contributions of authors like Le Boulch, Vayer, and Olivier, highlighting the relationship between body, movement, and learning. The study contextualizes psychomotor and philosophical approaches, proposing the integration of body and mind as a way to overcome traditional practices that reduce students to mere executors of techniques. Body awareness is presented as an essential condition for integral development and individual freedom. Body awareness, as a dynamic and multidimensional process, is essential for Physical Education from a transformative perspective. Valuing the body as a subject rather than an object requires changes in pedagogical practices, promoting education that respects students' individuality and intentionality. The study concludes that Physical Education, by integrating philosophical and psychomotor approaches, can significantly contribute to the formation of individuals who are more autonomous and self-aware.