SENSES IN THE PROMOTION BICYCLING BY SOUTH AMERICAN UNIVERSITY TEACHERS
The objective research was to understand existential motivations that influence South American university teachers to promote bicycling. The qualitative phenomenological approach used 4E Cognition referring to embodied situated, extended and enactive cognitive processes. In relation to methodologica...
| Authors: | , , , , |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2020 |
| Country: | Brasil |
| Institution: | Universidade Estadual Paulista (UNESP) |
| Repository: | Repositório Institucional da UNESP |
| Language: | Spanish |
| OAI Identifier: | oai:repositorio.unesp.br:11449/210551 |
| Online Access: | http://hdl.handle.net/11449/210551 |
| Access Level: | Open access |
| Keyword: | Bicycling Ecological cognition Education Public policy |
| Summary: | The objective research was to understand existential motivations that influence South American university teachers to promote bicycling. The qualitative phenomenological approach used 4E Cognition referring to embodied situated, extended and enactive cognitive processes. In relation to methodological procedures, interviews conducted with five men and one woman selected from the inclusion criteria: a) university teaching in Humanities; academic-professional activities with bicycle; c) participation in cycloactivist movement. From discursive analysis, was the units of meaning: 1) Urban cycling as a research topic; 2) Political-institutional articulation for active mobility; 3) Teaching-learning of pedaling in the city generating the category Bicycling culture as a cognitive-educational process. We consider institutional it duty promotion bicycling as an emerging interdisciplinary alternative for teaching, research and extension with direct benefits for university community. |
|---|