Pedagogical Knowledge of the University Physiotherapy Teacher

Hermeneutic-Dialogical Praxis

Abstract

This investigative note moves the polysemics of the epistemic funds in the contained and sustained rationalities of the traditional pedagogical positions around the teaching-learning process of the Physiotherapy program, since the imprints of the disciplinarization of content and its control logics still persist and power in the systematization of positivist-functionalist knowledge in classrooms. Confronting such positions, this becoming persists and opens new gazes, focusing new ways and ways of epistemological recognition against the mechanical rationalism of the Cartesian tradition; making visible and showing that in the life-experience process of the university teaching of Physiotherapy, the educational subject can and needs to understand from learning-thinking-doing that the production of meaning are the new possibilities of the subject-subject relationship; since the rationality of the corporeal is still in force, mediated by the diagnosis of the expert in the exercise of the profession exhausted in itself, is being renewed in the recognition and understanding of the encompassing corporeal. In this way, every theoretical process as a teaching-learning process is discursive praxis that goes from thinking to doing for the benefit of the recovery and healing of the subject who feels in the intersubjectivity of life