The bodily experience in pedagogical practice: its relevance in a primary basic curriculum

Abstract

This research article addresses the problem of the undervaluation of bodily experience in the primary school curriculum, evidenced by the reduction of spaces and time dedicated to movement in favor of subjects traditionally considered fundamental, such as mathematics and language. This situation contradicts the principles of holistic education and disregards the fundamental role that embodiment plays in meaningful learning processes. The study was conducted at the Santa María Goretti Educational Institution in Bucaramanga, Colombia, where a difference in time allocation was observed that limits students' bodily experiences to small spaces. Therefore, it was necessary to analyze the pedagogical relevance of bodily experience in the primary school curriculum and its implementation in teachers' pedagogical practice.

To achieve this, the research adopted an interpretive paradigm with a qualitative, single-case study design. Data collection techniques included non-participant

observation, semi-structured interviews with teachers and administrators, focus groups with students, and document analysis. The analysis was conducted using methodological triangulation with five central categories: bodily experience in the curriculum, implementation in pedagogical practices, conditioning factors, and students' bodily experiences. In terms of results, the formal curricular guidelines on bodily experience were identified, along with the characterization of actual pedagogical practices and the insufficient time allocated for integrating movement. This revealed structural and institutional factors that influence the curriculum, allowing for the identification of the gap between planned and implemented educational bodily experience.