The article discusses embodiment, phenomenology, and the decentralization of the human subject as integrative elements between the fields of environmental education and health education, emphasizing the importance of approaches that value the body as a fundamental part of the relationship with nature.
The article is a theoretical essay. The text begins with a critique of the dualistic and fragmented view of the body historically promoted by Cartesian rationalism and proposes a broader and more integrated understanding of embodiment not merely as a sum of anatomical parts, but as an existential, sensitive and relational dimension of the human being. Embodiment and ecophenomenology are presented as pathways to overcoming the separation between subject and environment, fostering an education that awakens perception, affection and more conscious and healthy attitudes toward both the environment and the body itself.
The text highlights the importance of educational practices that consider the cultural, social and historical aspects involved in relationships with the body and the environment, promoting autonomy, care and co-responsibility. Embodiment, therefore, emerges as a point of convergence between the two fields, enhancing interdisciplinary and transformative practices both in formal education and in community contexts. In conclusion, the authors reaffirm that considering embodiment as a link between health and the environment is an essential step toward a critical, holistic and life-affirming education.
The authors advocate for a pedagogy that unites sensitivity, reason and action, promoting experiences that interweave knowledge of the body, nature and health in a dialogical and emancipatory way. The text also highlights the importance of educational practices that consider the cultural, social and historical aspects involved in relationships with the body and the environment, promoting autonomy, care and co-responsibility.
