Corporeidade e conhecimento na educação inclusiva: caminhos para o (re)encantamento do olhar docente.

Abstract

This article aims to discuss the relationship between pedagogy, corporeality, and inclusion, with an emphasis on a decolonial perspective and the (re)enchantment of the educator’s gaze. It begins with the problem of how the marginalization of the body in traditional education limits teaching and learning processes, hindering the valuing of diversity and inclusion. The research question focuses on how to promote a pedagogy that recognizes corporealities as central to knowledge and inclusive practices. The methodology employed is qualitative, reflective, and theoretical in nature, based on a literature review of critical and decolonial works. The discussion addresses the need to rethink education from a perspective that values ​​corporealities as crossroads of knowledge, challenging the rigid structures of the traditional school model. The study concludes that an education sensitive to diversity—grounded in a decolonial perspective—can broaden pedagogical horizons, fostering inclusion, critical thinking, and the concept of "good living".