The metaphor and the concept: its application in the field of Physical Education and sports
Keywords:
concept; metaphor, Physical Culture, sport, conceptual systems.Abstract
Conceptual systems are characterized by their epistemology, universality, immutability and essence. Knowledge is based on conceptual systems called theories. The relationship between the concept and science includes a beginning and integrates an element. Physical Education is not left out. While science responds to a conceptual power, the beginning belongs to what is constitutive of science. In the context of teaching, the question arises: How does art contribute to clarifying the unintelligible concepts of science? Could metaphor as a precursor of art with its phenomenology be the answer to that doubt? In the specific case of Physical Culture, how would this phenomenon behave? The purpose of the article is to analyze the concept as an element of science; and metaphor as constitutive of art. The object of study is observed in the specific context of Physical Culture and sport, based on the implementation of the Bibliographic Review method. It is a descriptive review article that investigates the epistemological characteristics of conceptual systems with their ontological properties; and metaphor as a precursor of art with its phenomenological characteristics. The analysis determined art as a facilitator of learning complex concepts of science, beyond motor skills and sports performance. The concept as an element of science and art with its precision in saying, constitute significant contributions to constructing knowledge. In university sports teaching, they constitute an indispensable pedagogical resource to reinforce the conceptual perspective.
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