COGNIÇÃO INCORPORADA E A FORMAÇÃO PARA A DOCÊNCIA
Renata Fischer da Silveira Kroeff, Laís Vargas Ramm, Póti Quartiero Gavillon, Cleci Maraschin
Revista de Estudos Interdisciplinares October 19, 2026 DOI: 10.56579/vr3gtk83 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Population | Master's, doctoral, and postdoctoral students from stricto sensu graduate programs in southern Brazil |
| Key points | Proposes that teaching, viewed through an embodied cognition, autopoietic, and enactive lens, can be understood as thought, felt, and lived in connection with everyday life. From letters exchanged among graduate students, the authors derive six propositions for teacher education grounded in this perspective. |
Abstract
This article discusses the teaching experience from an embodied cognition perspective, particularly considering the autopoietic approach and enactive theory. We aim to reflect on how teaching can be thought of, felt, and lived, expanding its connections with everyday life, by considering teaching narratives from stricto sensu graduate programs. The methodological strategy involved the writing and exchange of letters among master's, doctoral, and postdoctoral students from graduate programs in southern Brazil. These letters were analyzed and gave rise to six propositions related to teacher education from an enactive and embodied cognition perspective.