The crisis of objective reason, the predominance of subjective reason and the field of Physical Education
The present study deals with the crisis of objective reason, the formalization of subjective reason, going through the crisis of reason in the West and arriving at the crisis of rationality in Physical Education. We developed the idea that subjective reason was developed through technical and scient...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Motrivivência (Florianópolis) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/96125 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/motrivivencia/article/view/96125 |
| Access Level: | acceso abierto |
| Palabra clave: | Objective reason Subjective reason Physical education Scientific field Epistemology Razón objetiva Razón subjetiva Educación física Campo científico Epistemología Razão objetiva Razão subjetiva Educação física Campo cientifico Epistemologia |
| Sumario: | The present study deals with the crisis of objective reason, the formalization of subjective reason, going through the crisis of reason in the West and arriving at the crisis of rationality in Physical Education. We developed the idea that subjective reason was developed through technical and scientific progress, and objective reason was immersed in a narrative that judges the actions of subjects based on circumstances. Every day there is exacerbated alienation and makes human beings puppets within the capitalist system of commodity production. In this sense, Physical Education is presented as an objectivist reason based on a subjective reason “without”, however, moving towards a single epistemological reference matrix, but that does not mean that we must rethink it in other ways. We defend body culture as an object of study in the field and the need to maintain the subareas of biodynamics, sociocultural and pedagogical for the development of the field, despite the struggles and disputes at stake in the field. |
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