Bodily Knowledge and the Psychological Development of the Child
Bodily Knowledge and the Psychological Development of the Child
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.1678Keywords:
Psychology. Education. Body. Knowledge. NeuronormativeAbstract
Educational psychology provides psychological knowledge regarding human development and the processes involved in learning, providing a basis to guide decisions, planning and actions in the pedagogical context. This article is an argumentative and bibliographical exposition that aims to present psychological assumptions that allow us to understand the relationship of the body in the constitution of subjectivity and addressed the psychological concepts that relate the body and mind in the philosophy of Plato and Aristotle, passing through John Locke and Descartes and then moving on to the propositions of Piaget, Wallon, Vygotsky and finishing this theoretical path with the psychoanalytic perspective of Freud and Lacan. In the end, considerations are made about the importance of the theme to guide proposals for action with children in the context of education beyond a neuronormative conception.
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Copyright (c) 2025 Marcos Vinícius Moura Alemplanque, Mateus Estrela Pinta Aguiar (Autor)
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