La educación como proceso personal: trazos corporales y errancias pedagógicas

The role of the body in education has traditionally been relegated to a secondary position, often understood merely as a support for the mind. However, contemporary debates on "body studies" and sensitive pedagogies open new possibilities for rethinking education from a perspective that integrates corporality and the senses as fundamental elements of learning. This article explores the tension between two pedagogical models: an "anesthetizing pedagogy," which seeks to immobilize the subject both educationally and physically, and a "sensitive pedagogy," which positions the body as a central agent in the construction of knowledge. Through a series of reflections and theoretical frameworks, the authors aim to undertake a joint hermeneutic exploration of how pedagogy can be re-imagined as a space where bodies feel, interact, and produce meaning, thereby situating this disciplinary field within the debates of Contemporary Pedagogy.