Relationship between body-play-discipline and education
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Abstract
This article presents a reflection on the relationship between the concepts of the body and play that, from the beginning of modernity, underlies the educators' discourses on the disciplinary rules of behavior in the classroom. Re-conceptualizations of those concepts are presented from the socio-cultural-historical perspective and their application on dialogic pedagogy which is seen as an alternative to transform the pedagogical practices in the classroom.
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