CORPOREIDADE AND EDUCATION Dra Teacher. Maria Ceclia L.M. (Source: Richard Linklater). Bonacelli In the society contemporary, each time more the people if finds by means of interfaces in detriment of the physical contact direct, face-the-face. This new condition has, pparently, excluded the paper of the body in the education. We live, therefore, a dematerialization of the body? We believe that not and in contrast, to each day we find an amount each bigger time of studies that try to give account of its complex educative conformations. Studies on corporeidade and its multiple languages and expressions, help in them to understand that it, the body, is the main instrument of communication and the first link with the world. To the few, the body comes if moving of the periphery for the center of the analyses and interpretations.
In this direction, instead of one ' ' esvaziamento' ' of the presence of the body in the scene of the education contemporary, it has that to retake a vital corporeidade urgently, basic condition of our existence apprehension of the world, and that it finishes for conferring to all situations of education, according to Assmann (1998), a rich character of, ' ' ecology cognitiva' ' , configured as form of interactive action in the education situation. Such ' ' ecologia' ' , it has as perspective the creation-recriao what we could call one ' ' environment ' ' , favorable to the effective learning experiences. This ' ' ambiente' ' , in turn, it articulates in complex relation the dimensions of the corporeidade, the pleasure and learning to learn, constructing a social and cognitiva quality for the education. Social because the necessary educative process to contribute with the formation of citizens who search a critical insertion in the current context of the modern society, passively not accepting the logic of the exclusion and individualist of the economic system.