This article results from a hermeneutic study about the education of the body with the object of analyzing the conditions of sensibility under a pedagogical perspective seen as a part of the study of Physical Education. In such investigation we think about the sensible in respect to education from a philosophical, pedagogical, and experiential approach; the study of the sensible is thereby grounded in the philosophical thinking of Friedrich Nietzsche and Gilles Deleuze, and the pedagogical reflection on education is based on the ideas of Jorge Larrosa and Fernando Bárcena. The theoretical documental analysis carried out here is not aimed at reproducing concepts or ideas, but at analyzing those situations in which sensibility gives rise to other forms of thinking about education, since the concern with the conditions of sensibility also includes the need to see the close relationship that the body has with Education. Thus, some physical practices are explained in this text under a pedagogical perspective in order to show the influences exerted upon the body. Following the symbolic dimension of the body, physical practices are, above all, physical symbologies; they are ways of speaking about the body that guide us in thinking about an education of the sensible. This experiential approach to dancing, playing and walking allows us to deal with the analysis of education and of the body on the basis of experiences which are, perhaps, divested of their educative meaning; this manner of looking into the pedagogical is a possibility to think about an education of the sensible based on the body.
Gallo, L. E. (2014). Expressions of the sensible: Readings in a pedagogical key. Educacao e Pesquisa, 40(1), 197–214. https://doi.org/10.1590/S1517-97022013005000027