Theoretical approach to the donation of meaning in the educational praxis of Physiotherapy

Abstract

The present epistemic becoming runs, regarding some theories and transversal approaches in educational sciences in the construction of the theoretical and epistemological fabric from the investigative problematization between corporeality and corporality, since it has been possible to question the fundamental theoretical foundations of kinesthesia (physiotherapy) in the conception of healing, being interested in the epistemologies of the body that thinks, and that also feels. And with this, if such epistemic load finds the first preparations for a hermeneutical-dialogical methodological journey that overturns the categorical assumptions that must emerge in the possibility of a theoretical construct of the donation of meaning in the educational praxis of physiotherapy. For this, the guiding theoretical referents that supported this onto-epistemic approach from monist-positivist currents to currents of subjectivity: Gallego (2007), Rancière, (2016) Bourdieu (2002), Merlau-Ponty (1994), Morin (1998), Daniels y Worthingham (2002). All of them constitute the scaffolding of categorical meanings based on their approaches, involving the challenges of teaching and learning from the particularities of the field of kinesthesia or physiotherapy. In this course, a transfer is proposed that goes from methodological monism in the teaching of physiotherapy reduced to techniques, focused on the corporeity of the patient subject to the symptom, diagnosis and agreed treatments; to an epistemic turn that places the relationship of encompassing corporeality beyond technique, by understanding and recognizing in the Pedagogy of subjectivity that health-disease is intersubjectivity patient-participant-student-participant.