Corpo e educação: refletindo sobre as práticas pedagógicas na Educação Infantil
Starting from the hypothesis that we are subject-bodies and understanding that the professionals who work in school become reference and influence children. The objective of this dissertation was to understand how the pedagogical practices in Child Education are related to the body and the moveme...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26838 |
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| Resumo: | Starting from the hypothesis that we are subject-bodies and understanding that
the professionals who work in school become reference and influence children.
The objective of this dissertation was to understand how the pedagogical
practices in Child Education are related to the body and the movement of children
and how they present themselves in the daily life of the school among the
subjects involved in this practice. To that end, aspects related to body, body and
movement conceptions were approached, based on the studies of Michel
Foucault, Merleau-Ponty, the documents that govern Infant Education in Brazil
and on some approaches to Cultural Studies in Education. We sought to make a
brief historical survey about the body, infancy and early childhood education, in
order to problematize and reflect on the importance of this stage of teaching, due
to its specificities / particularities. In order to give visibility to the analysis of this
research, ten observation sessions and a semi-structured interview with three
professionals were used as methodological tools in a Municipal Child Education
Center, located in the city of Recife - PE, under the foundations of the
methodology of qualitative approach. Thematic blocks were elaborated from the
objectives outlined centered on three points. Namely: The pedagogical practices:
about the integral development of the children in the relations established in the
school; Conceptions of body / body / movement - about being / being in the world
and at school; The body of the child in Early Childhood Education x The body of
the professional working in Early Childhood Education. The analysis of the data
points to the fact that Early Childhood Education has not yet been able to
constitute a privileged space for the integral development of the child, however,
they indicate the relevance of the reflection on the pedagogical practices, and
before this understanding, the professionals perceive their role reference to the
children, understanding their ways of being and being in and out of school. It was
also observed that the corporal movement is devalued in the pedagogical
practice, is in some cases, like indiscipline, in which rigidity postures and control
of the bodies are present, giving emphasis to the cognitive question. It was
concluded that some conditioning factors of a technical and / or material nature
limit the pedagogical action and, in a way, prevent professionals from considering
the formation of the child in a broader way, when thinking about the place of the
body in Early Childhood Education, an attention with respect to the training of the
subjects that act directly in this stage of teaching. |
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