{"id":96506,"date":"2009-09-10T00:00:00","date_gmt":"2009-09-10T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/percepcion-del-yo-corporal-en-el-modelo-de-la-gestalt-implicaciones-metodologicas-en-la-intervencion-psicomotriz\/"},"modified":"2009-09-10T00:00:00","modified_gmt":"2009-09-10T00:00:00","slug":"percepcion-del-yo-corporal-en-el-modelo-de-la-gestalt-implicaciones-metodologicas-en-la-intervencion-psicomotriz","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/metodos-educativos\/percepcion-del-yo-corporal-en-el-modelo-de-la-gestalt-implicaciones-metodologicas-en-la-intervencion-psicomotriz\/","title":{"rendered":"Percepci\u00f3n del yo corporal en el modelo de la gestalt: implicaciones metodol\u00f3gicas en la intervenci\u00f3n psicomotriz"},"content":{"rendered":"<h2>Tesis doctoral de <strong> \u00e1ngeles Quintana Ya\u00f1ez <\/strong><\/h2>\n<p>La tesis hace un an\u00e1lisis de la teor\u00eda de la gestalt o psicolog\u00eda de la forma y las influencias de  sus paradigmas en el \u00e1mbito educativo. Esta escuela psicol\u00f3gica de comienzos del siglo xx  que se apoya en el principio de totalidad  para fundamentar leyes y teor\u00edas sobre la percepci\u00f3n y el movimiento, nos permite justificar la noci\u00f3n hol\u00edstica de cuerpo, concepto que es necesario definir ya que dependiendo del cuerpo que se pretende educar,  la intervenci\u00f3n educativa se orientar\u00e1 en una u otra direcci\u00f3n.  pero para comparar y contrastar las aportaciones de la gestalt a la ciencia, se buscan teor\u00edas afines a las ya seleccionadas en otras fuentes como la filosof\u00eda, antropolog\u00eda y neurolog\u00eda con el fin de verificar las hip\u00f3tesis y deducir conclusiones. Con toda la informaci\u00f3n obtenida se establece una definici\u00f3n de cuerpo entendido \u00e9ste como conjunto de estructuras en interacci\u00f3n cuyo resultado funcional es el todo.   esta forma de entender lo corporal nos permite analizar las diferentes dimensiones del movimiento expresivo destacando la cognitiva, afectiva, de comunicaci\u00f3n y creativa. El movimiento asume por tanto diferentes funciones por lo que puede ser interpretado como resultado visible del comportamiento.  partiendo de estos paradigmas procedentes de diferentes fuentes, definimos qu\u00e9 es el movimiento expresivo y cu\u00e1les son los par\u00e1metros que lo determinan. en la segunda fase de la investigaci\u00f3n recurrimos a la educaci\u00f3n f\u00edsica para valorar como todos estos principios, teor\u00edas, y postulados, han podido influir en su evoluci\u00f3n como ciencia del movimiento. Comprobamos como psicomotricidad y expresi\u00f3n corporal, son dos realidades que  parten de un mismo paradigma  que es entender el cuerpo como unidad psicosom\u00e1tica, un todo funcional en el que el  movimiento es  o puede ser el resultado de lo que siento y pienso.  la educaci\u00f3n f\u00edsica nos conduce hacia las teor\u00edas de aprendizaje, analizando como en las nuevas tendencias educativas impera el modelo constructivista, que nosotros relacionamos con la teor\u00eda del campo de la escuela de la gestalt y el aprendizaje por insight. establecidas todas las relaciones entre gestalt, fenomenolog\u00eda y vitalismo, teor\u00eda evolucionista antropol\u00f3gica de la\u00edn entralgo y  cencillo ram\u00edrez,  nuevas aportaciones sobre funcionamiento cerebral y teor\u00edas vanguardistas sobre inteligencia emocional o inteligencias m\u00faltiples,  definimos un cuerpo doctrinal de la expresi\u00f3n corporal en su dimensi\u00f3n educativa. Concretamos contenidos, establecemos una clasificaci\u00f3n y finalmente,  partiendo del marco te\u00f3rico establecido, dise\u00f1amos una metodolog\u00eda de intervenci\u00f3n para alumnado de ense\u00f1anza secundaria. metodolog\u00eda se utiliza una metodolog\u00eda cuantitativa que mezcla la inducci\u00f3n con la deducci\u00f3n. En este modelo de investigaci\u00f3n basado en el m\u00e9todo hipot\u00e9tico-deductivo, obtenemos datos procedentes del an\u00e1lisis comparativo de leyes y teor\u00edas que nos permiten deducir conclusiones, inferir la definici\u00f3n de nuevos paradigmas y verificar las hip\u00f3tesis. conclusiones la gestalt incorpora al mundo de la ciencia principios hol\u00edsticos sobre percepci\u00f3n y aprendizaje que abren nuevas v\u00edas de investigaci\u00f3n y que evolucionaron hacia corrientes cognitivas que  actualmente impregnan nuestra realidad educativa.  la gestalt aporta nuevas formas de entender el movimiento al incluir una dimensi\u00f3n afectiva y cognitiva, dimensiones determinantes para las nuevas corrientes motrices como son la psicomotricidad y la expresi\u00f3n corporal.  la gestalt nos permiti\u00f3 desarrollar los fundamentos te\u00f3ricos de la expresi\u00f3n corporal y definir los principios did\u00e1cticos para una metodolog\u00eda de intervenci\u00f3n educativa.  thesis abstract the thesis analyses the gestalt theory or psychology of form and the influence of its paradigms on the educational scope. This early 20th-century german school, based on the principle of totality to support laws and theories concerning perception and movement, enables us to justify the holistic notion of body, a concept that needs to be defined, since, depending on the body targeted for education, the education instruction will be directed towards one goal or another.  however, to compare and verify the contributions of gestalt to science, theories similar to those already selected are sought out in other sources, such as philosophy, anthropology and neurology, so as to verify hypotheses and reach conclusions. On the basis of all the information obtained, a definition of body is established whereby body is a set of interactive structures whose functional result is the whole.   if body is understood in this way, we can analyse the different aspects of expressive movement, the main ones being the cognitive, emotional, communicative and creative aspects. Therefore movement assumes different functions, so it can be seen as the visible result of behaviour.  based on these paradigms from different sources, we can then define expressive movement and the parameters determining it. for the second stage of our research, we resort to physical education to assess how all these principles, theories and postulates may have had an impact on its evolution as the science of movement. We verify that psychomotility and body expression are two realities whose starting point is the same paradigm, which is the understanding of body as a psycho-somatic unit, a functional whole whose movement is or can be the result of what one feels or thinks.  physical education leads us to the learning theories, as we analyse how the new educational trends are dominated by the constructivist model, which we relate to the field theory from the gestalt school and learning by insight. once all the relations among gestalt, phenomenology and vitalism, the anthropological evolutionist theory by la\u00edn entralgo and cencillo ram\u00edrez, new contributions about the functioning of the brain and innovative theories about emotional intelligence or multiple intelligences, are established, we can define a teaching corpus for body expression within the educational scope. We can identify specific contents, establish a classification and, eventually, based on the established theoretical framework, we design an instruction method for secondary education students.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Percepci\u00f3n del yo corporal en el modelo de la gestalt: implicaciones metodol\u00f3gicas en la intervenci\u00f3n psicomotriz<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Percepci\u00f3n del yo corporal en el modelo de la gestalt: implicaciones metodol\u00f3gicas en la intervenci\u00f3n psicomotriz <\/li>\n<li><strong>Autor:<\/strong>\u00a0 \u00e1ngeles Quintana Ya\u00f1ez <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Alcal\u00e1<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 09\/10\/2009<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Jos\u00e9 Luis Pastor Pradillo<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: manuel Vizuete carrizosa <\/li>\n<li>purificaci\u00f3n Villada  hurtado (vocal)<\/li>\n<li>carmen Gonz\u00e1lez gonz\u00e1lez de mesa (vocal)<\/li>\n<li>pedro m. Alonso mara\u00f1\u00f3n (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de \u00e1ngeles Quintana Ya\u00f1ez La tesis hace un an\u00e1lisis de la teor\u00eda de la gestalt o psicolog\u00eda de [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[17426,13274,7292,5173,8928],"tags":[198144,193744,54974,42239,67929,169065],"class_list":["post-96506","post","type-post","status-publish","format-standard","hentry","category-alcala","category-leyes-del-aprendizaje","category-metodologia-psicologica","category-metodos-educativos","category-teoria-de-sistemas-en-psicologia","tag-angeles-quintana-yanez","tag-carmen-gonzalez-gonzalez-de-mesa","tag-jose-luis-pastor-pradillo","tag-manuel-vizuete-carrizosa","tag-pedro-m-alonso-maranon","tag-purificacion-villada-hurtado"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/96506","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=96506"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/96506\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=96506"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=96506"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=96506"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}