University Teaching Praxis and the Body in Motion: Interpretation Hermeneutics linked to human motor skills

Abstract

The purpose of the study is to reveal the emerging categories referring to university teaching practice and the body in movement, based on the postulates of the science of Human Motor Skills. Epistemologically it belongs to the introspective experiential approach, Interpretative paradigm, Phenomenological Hermeneutic method. The methodical phases allowed collecting, reflecting and writing-reflecting until the phenomenological corpus was achieved. The techniques used were participant observation and in-depth interview. The process was legitimized through prolonged contact, persistent observation, triangulation and saturation. It concludes that Teaching Praxicity and the Body in Movement is an ecologically human space that encourages looking holistically at the other, with a co-comprehensive intention of the body in movement. It is a new way of envisioning the university classroom context, where more creative, spiritual, affective spaces can emerge, with imagination and in which the desire is to generate didactic spaces that involve conscious collaborative learning, with self-motivation co/lived together.