Physical education and body movement culture: a semiotical and phenomenological perspective

Abstract

This theoretical essay supports the hypothesis that the Semiotics of C. S. Peirce might indicate the limits of Physical Education culturalist approach, and point challenges that may be met by Physical Education Theory (Pedagogic). Aiming this purpose, after showing contributions and limits of M. Merleau-Ponty phenomenology, the present essay evinces some peirceana semiotics conceptual basis (sign, semiosis and experience), and concludes suggesting a phenomenological-semiotics perspective to the Physical Education which, through considering students and teachers as signs and interpreting relations producers, may present alternatives to the “culturalist answer”.