Experiencia, corporalidad y emoción: el saber pedagógico como praxis enactiva en el prácticum del profesorado de Historia y Geografía

The study proposes the notion of enactive pedagogical knowledge as an emerging category that understands knowledge based on enactive praxis. From this perspective, knowledge is not represented. The objective of the study was to understand the formation and emergence of pedagogical knowledge from enactive praxis in students studying History and Geography Education, in the context of practicum, considering situated experience, corporeality, and emotion. Using a qualitative design and a comprehensive-interpretive paradigm, interviews and narrative accounts of experiences were conducted with students from two universities that offer degrees in History and Geography Education. The results revealed a central core, called the body, as a place of knowledge, and four sub-cores: emotion, situated experience, formative interaction, and critical reflection. It is concluded that enactive pedagogical knowledge shapes an epistemology of the body in which knowing involves an ethical, relational, and co-emergent process of meaning.