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Made available in DSpace on 2022-04-28T19:28:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-01-01 The objective of this research is to understand educational processes experienced in the social mechanical practice of bicycle. The 4E Cognition phenomenological epistemic approach, which focuses on embodied, situated, extended, and enactive cognitive processes. As a methodological procedure, six Latin-Americans bicycle mechanics were interviewed. Inclusion/exclusion criteria were as follows: previous formal or informal work in bicycle mechanics, experience with utilitarian, sport, or recreational cycling, and cycloactivist political-pedagogical actions. In the analysis of the discourse, the following units of meaning emerged: a) Work teaching-learning; b) Technological influences on cycling; c) Health and care when pedaling; these units form the general category «Bicycle mechanics as a cognitive-educational process». We consider social mechanical bicycle practice as a fundamental bicycle culture phenomenon having direct effects on citizen's life as it promotes educational processes for urban mobility. Universidade Estadual Paulista 'Julio de Mesquita Filho' Universidad Austral de Chile Universidad de Santiago de Chile Universidade Estadual Paulista 'Julio de Mesquita Filho'

Made available in DSpace on 2021-06-25T20:50:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-01-01 The objective research was to understand existential motivations that influence South American university teachers to promote bicycling. The qualitative phenomenological approach used 4E Cognition referring to embodied situated, extended and enactive cognitive processes. In relation to methodological procedures, interviews conducted with five men and one woman selected from the inclusion criteria: a) university teaching in Humanities; academic-professional activities with bicycle; c) participation in cycloactivist movement. From discursive analysis, was the units of meaning: 1) Urban cycling as a research topic; 2) Political-institutional articulation for active mobility; 3) Teaching-learning of pedaling in the city generating the category Bicycling culture as a cognitive-educational process. We consider institutional it duty promotion bicycling as an emerging interdisciplinary alternative for teaching, research and extension with direct benefits for university community. Univ Austral Chile UACh, Valdivia, Chile Univ Santiago Chile USACh, Santiago, Chile Univ Estadual Maringa UEM, Maringa, Parana, Brazil Univ Estadual Paulista, Sao Paulo, SP, Brazil Univ Estadual Paulista, Sao Paulo, SP, Brazil

Made available in DSpace on 2020-12-10T17:33:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-01-01 The objective of this research is to understand educational processes experienced in the social mechanical practice of bicycle. The 4E Cognition phenomenological epistemic approach, which focuses on embodied, situated, extended, and enactive cognitive processes. As a methodological procedure, six Latin-Americans bicycle mechanics were interviewed. Inclusion/exclusion criteria were as follows: previous formal or informal work in bicycle mechanics, experience with utilitarian, sport, or recreational cycling, and cycloactivist political-pedagogical actions. In the analysis of the discourse, the following units of meaning emerged: a) Work teaching-learning; b) Technological influences on cycling; c) Health and care when pedaling; these units form the general category Bicycle mechanics as a cognitive-educational process. We consider social mechanical bicycle practice as a fundamental bicycle culture phenomenon having direct effects on citizen's life as it promotes educational processes for urban mobility. Univ Estadual Paulista, Sao Paulo, SP, Brazil Univ Austral Chile, Valdivia, Los Rios, Chile Univ Santiago Chile, Santiago, Chile Univ Estadual Paulista, Sao Paulo, SP, Brazil