Theoretical analysis discusses the role of corporeality in literature education, highlighting how slam poetry reconnects bodily experience with classroom learning.
Educational methodologies focused on developing interpretative capacity, based on a logic of knowledge representation, which privileges rationality, relegating sensitivity and perception to a category of doubtful, imprecise knowledge, valuing the so-called “education of the head”, relegate the place of the body as a possibility and condition for apprehension of reality. Conceptions based on dichotomies that reduce knowledge to its reflective and conceptual aspect, distance it from movements, experiences and experiences arising from the relationship of being in/of/with (the) world. It is from these considerations that the understanding of the body as the basis of our integration with the world needs to be configured in educational objectives and practices, since without the body there is no world and without the world there is no body. The objective proposed here is to discuss the importance of ambience and its intercorporeal relationships in teaching literature, especially in slam poetry.
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Brito et al. (2024) studied this question.
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