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In this paper, the concept of body awareness is introduced in view of supporting teachers’ well-being and resilience practices, with a focus on COVID-19 pandemic. Teachers experience high rates of stress and pressure to cope with current working conditions due to COVID-19 pandemic. Depression and anxiety related to teachers’ duties have been largely researched worldwide. Research is being done around well-being from different perspectives, mental health, emotional and spiritual well-being, among other research done. However, little research has been done associated with body experiences and awareness from a holistic dimension that focuses on developing well-being and resilience practices; a state of mind and body that goes beyond acquiring physical skills to develop better physical condition. Thus far, despite relevant reviews and works have been published in relation to well-being and resilience practices in education, there is a need to explore the body experience to support teachers’ challenges during COVID-19 pandemic. For doing so, this work aims to review literature on the concept of well-being to elaborate, first, on the importance of supporting teachers’ well-being during COVID-19 pandemic. Second, we elaborate on the concept of body awareness in education. Third, we briefly explore the concept of resilience in relation to teachers’ well-being. Last, we raise some critical remarks about body experiences in education post COVID-19, and the need of re-thinking well-being and resilience practices in the school community to face with uncertainty.

La carrera de Educación Inicial de la Universidad Nacional de Educación replantea la formación de docentes-investigadores en el contexto ecuatoriano y regional, que facilite procesos de enseñanza-aprendizaje con niños/as de 0 a 5 años, como actores de transformación en territorio mediante la atención y resolución de problemas en el ámbito educativo, desde un marco de equidad, interculturalidad, inclusión, innovación pedagógica y social. En este sentido, se presenta un análisis de la carrera en su dimensión socio-comunitaria, según los fundamentos pedagógicos de la universidad, elementos curriculares y lo que demanda el territorio respectivo. La metodología empleada se enmarca en el enfoque cualitativo y en la investigación documental. Los aportes teóricos son fundamentados en la Gestión Social del Conocimiento y las concepciones de vinculación con la colectividad según Vallaeys (2014), Martínez (2011) y Santos (2004). La revisión documental se realizó desde la dimensión política, educativa y social, revelada además en informes institucionales. A partir del análisis fue posible lograr la fundamentación conceptual y contextual de la formación docente en la carrera de Educación Inicial desde y para una dimensión socio comunitaria; su caracterización y los avances y desafíos de este proceso con énfasis en las prácticas preprofesionales como escenario dinamizador.

This paper is centred on the issue of emancipation in education practice in general, and in VET in particular. We aim to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. In our overview of ongoing educational debates on VET policy making and the issue of emancipation in VET, we have observed that ultimately emancipation in VET is understood as a specific function for social and economic integration. In this paper, we discuss this functionalist orientation and contrast it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire’s and Rancière’s core concepts of emancipation guide our discussion regarding the latter interpretation of emancipation in VET practices. ispartof: Studies in Continuing Education vol:36 issue:3 pages:275-289 status: published

espanolEste articulo invita a la reflexion sobre procesos educativos mediados por el cuerpo. Se presenta una experiencia docente en Ecuador, con la poblacion universitaria de educacion inicial de la Universidad Nacional de Educacion. Su objetivo fue incluir el cuerpo en el accionar educativo, acercar a las personas participantes al concepto y vivencia de reeducar el cuerpo, para la generacion de competencias profesionales desde un enfoque de prevencion e inclusion. La experiencia se analiza desde la relacion cultura, cuerpo y reeducacion corporal. Se desarrollan tecnicas corporales en el aula, que permiten la observacion, la escucha y la comunicacion (verbal y no verbal) en el proceso educativo, dando voz al cuerpo de las personas participantes. Ademas, se aplican cuestionarios para realizar diagnostico, analisis y evaluacion de la experiencia pedagogica. Los resultados indican que la aplicacion de tecnicas corporales en el aula permite, a la poblacion estudiantil, innovar e incluir el cuerpo en sus practicas educativas. Esto favorece el trabajo autonomo y de equipo, la reflexion de la practica educativa, y la inclusion del cuerpo en los procesos de ensenanza-aprendizaje. EnglishThis article invites thinking on educational processes mediated by the body. It is based on a teaching experience in Ecuador with university students of early childhood education of the National University of Education. The objective was including the body in educational actions, bring participants closer to the concept and experience of re-educating the body, for creating professional skills from a prevention and inclusion approach. The experience is framed in the relationship between culture, body and body re-education. Body techniques developed in the classroom allowed to observe, to listen and to communicate (verbally and non-verbally) in the educational process, giving voice to the body of the participants. In addition, questionnaires have been applied to diagnose, analyse and evaluate the pedagogic experience. The results have indicated that applying body techniques in the classroom allow students to innovate and articulate the body experience in their educational practices. This has also helped building autonomous work and teamwork skills; thinking on their educational practices; and including the body in teaching-learning processes. portuguesEste artigo convida a reflexao sobre processos educativos mediados pelo corpo. Uma experiencia de ensino e apresentada no Equador, com a populacao universitaria de educacao inicial da Universidade Nacional de Educacao. Seu objetivo era incluir o corpo nas atividades educacionais, aproximar os participantes do conceito e da experiencia de reeducacao do corpo, para a geracao de habilidades profissionais a partir de uma abordagem de prevencao e inclusao. A experiencia e analisada a partir da relacao cultura, corpo e reeducacao corporal. As tecnicas corporais sao desenvolvidas em sala de aula, que permitem observacao, a escuta e a comunicacao (verbal e nao verbal) no processo educativo, dando voz ao corpo dos participantes. Alem disso, questionarios sao aplicados para diagnosticar, analisar e avaliar a experiencia pedagogica. Os resultados indicam que a aplicacao de tecnicas corporais em sala de aula permite que a populacao estudantil inove e inclua o corpo em suas praticas educacionais. Isso ajuda o trabalho autonomo e em equipe, a reflexao da pratica educacional e a inclusao do corpo nos processos de ensino-aprendizagem.