Aprendiendo a partir del cuerpo.Una reflexión sobre aprendizaje, identidad y la legitimidad de lo narrativo en el caso de la asignatura Anatomía Aplicada.

  1. María Cabillas 1
  2. María del Carmen del Castillo 1
  1. 1 Universidad Pablo de Olavide

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano:  Working Papers on Culture, Education and Human Development

ISSN: 1699-437X

Year of publication: 2017

Issue Title: 5th International Health Humanities Conference

Volume: 13

Issue: 4

Pages: 34-43

Type: Article

More publications in: Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano:  Working Papers on Culture, Education and Human Development


This paper starts a theoretical reflection about the need to think of learning as granting students new ways to connect with their worlds, and their selves. From a sociocultural framework we see that learning goes together with identity development, as it leads to new ways of understanding, and of acting, mobilised by what is learnt. Our study case is based on a course of Applied Anatomy, from which we will draw to illustrate our discussion. The interest of this experience is in how students are involved in their respective learning processes, engaging in critic reflections on what they learnt, and on their selves. Together with the paradigmatic type of thinking that traverses the program of this subject, we find new ways of organising reality in which art and students’ interests are included. The narrative construction of meanings, and a reflective dialogicality, lead to a type of learning that brings new ways of perceiving and acting, both in relation to the world and to their selves. In this way learning mobilises meanings that go further than a biological body, reaching even beyond the scenic arts towards which this subject is orientated.

Bibliographic References

  • Bakhtin, M. M. (1984). Problems of Dostoevsky's poetics.Minneapolis: University of Minnesota Press.
  • Bakhtin, M. M. (1986). Speech Genres and Other Late Essays. En C. Emerson and M. Holquist (Eds). Austin: University of TexasPress.
  • Bruner, J.S. (1960). The process of education: A searching discussion of school education opening new paths to learning and teaching. Cambridge, MA: Harvard University Press.
  • Bruner, J.S. (1996). Realidad mental y mundos posibles. Barcelona: Gedisa.
  • Cabillas, M. (2013). Cómo nos contamos al contarnos: posiciones y diálogos en la escritura personal. Estudios de Psicología, 34(2), 115-126.doi: http://dx.doi.org/10.1174/021093913806751465
  • Cabillas, M. (2014). Memories under construction: Writing, narratives and dialogues. Culture & Psychology, 20(3), 308-329.Doi: 10.1177/1354067X14542525
  • Cole, M. (1996). Cultural Psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
  • Coll, C., & Falsafi, L. (2010). Learner identity. An educational and analytical tool La identidad de aprendiz. Una herramienta educativa y analítica. Revista de Educación, 353, 211-233.Recuperado de http://www.revistaeducacion.mec.es/re353_08.html
  • Engeström, Y. (1991). Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning. Learning and instruction,1(3), 243-259.
  • Foucault, M. (1972). The archeology of knowledge. New York: Harper & Row
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
  • Hermans, H. J. M. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture & Psychology, 7, 243-281.doi:1354–067X(200109) 7:3; 243–281; 018666
  • Hermans, H. J. M. (2002). The Dialogical Self as a Society of Mind. Introduction. Theory & Psychology, 12, 147-160.
  • Hermans, H. J. M. (2003). The Construction and Reconstruction of a Dialogical Self. Journal of Constructivist Psychology, 16, 89-130.DOI: 10.1080/10720530390117902
  • Joralemon, D. (1999) Exploring Medical Anthropology.Needham Heights, MA: Allyn & Bacon.
  • Lacasa, P., Del Castillo, H., & García-Varela, A. B. (2005). A Bakhtinian approach to identity in the context of institutional practices.Culture & Psychology,11(3), 287-308. DOI: 10.1177/1354067X05055504
  • Ligorio, M. B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16(1), 93-107. DOI: 10.1177/1354067X09353206
  • Marková, I. (2003). Constitution of the Self: Intersubjectivity and Dialogicality. Culture & Psychology, 249-259. Doi: 1354–067X(200309) 9:3; 249–259; 035278
  • Matusov, E., y Marjanovic-Shane, A. (2016). Many faces of the concept of culture (and education). Culture & Psychology,Article first published online:June 17, 2016. doi: 10.1177/1354067X16655460
  • Meijers, F., y Wardekker, W. (2003). Career learning in a changing world: The role of emotions. International Journal for the Advancement of Counselling, 24, 149-167. doi:10.1023/A:1022970404517.
  • Migliore, R. Á. R., y Cubero, R. (2016). El aprendizaje cooperativo como un espacio para la construcción de identidades de aprendizaje saludables. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano,12(3), 5-8.
  • Olson, D.R., y Bruner, J.S. (1996). Folk psychology and folk pedagogy. En D.R. Olson y N. Torrance (Eds.), The handbook of education and human development (pp. 9-27). Cambridge, MA: Blackwell
  • Polkinghorne, D.E. (1991). Narrative and Self-Concept. Journal of Narrative and Life-History, 1, 135-153.
  • Rey, F. L. G. (2008). Subject, subjectivity, and development in cultural-historical psychology. En van B. Oers, W. Wardekker, E. Elbers, & R. Vander Veer, (Eds.). The transformation of learning: Advances in cultural-historical activity theory.(pp.137-157). Cambridge: Cambridge University Press.
  • Resnick, L. B. (1987). The 1987 presidential address learning in school and out. Educational researcher,16(9), 13-54.
  • Sarbin, T. (Ed.) (1986) Narrative psychology: The storied nature of human conduct. London: Praeger.
  • Scheper-Hughes, N. & Lock, M.M. (1987). The Mindful Body: A Prolegomenon to Future Work in Medical Anthropology. Medical Anthropology Quarterly, New Series, 1 (1), 6-41.
  • Simons, P. R. J. (2000). Towards a constructivistic theory of self-directed learning. En G. Straka (Ed.), Self-learning (pp. 155–169). Münster: Waxmann.
  • Valsiner, J. (2000). Culture and human development. London: Sage.
  • van Oers, B. (1996). The dynamics of school learning. En J. Valsiner & H-G. Voss (Eds.), The structure of learning processes(pp. 205-229). New York: Ablex.
  • van Oers, B. (2005). The potentials of imagination. Inquiry: Critical Thinking across the Disciplines, 24 (4), 5-18.
  • van Oers, B. (2009). Narrativiteit in leerprocessen. Pedagogische Studiën, 86 (2), 147-156.
  • van Oers, B. (2012). Meaningful cultural learning by imitative participation: The case of abstract thinking in primary school.Human Development,55(3), 136-158.DOI: 10.1159/000339293
  • Vygotsky, L.S. (1962). Thought and Language.Cambridge Massachusetts: M.I.T Press
  • Vygotsky, L. S. (1967). Play and its role in the mental development of the child.Soviet psychology,5(3), 6-18.
  • Wardekker, W. (2004). Moral education and the construction of meaning.Educational Review,56(2), 183-192.doi: 10.1080/0031910410001693263
  • Wardekker, W. (2008). Identity, diversity, and inclusion. En van Oers, B., Wardekker, W., Elbers, E., & Van der Veer, R. (Eds.). The transformation of learning: Advances in cultural-historical activity theory. (pp.157-163) Cambridge University Press.
  • Wertsch, J. V. (1991). Voices of the mind. A Sociocultural Approach to Mediated Action. Cambridge Massachusetts: Harvard University Press.
  • Wortham, S. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32(2), 164-187.Retrieved from http://repository.upenn.edu/gse_pubs/49
  • Wortham, S. (2006). Learning identity: the joined local emergence of social identification and academic learning. Cambridge: Cambridge University Press.