“Mãozinha trabalhando e a boquinha descansando”: o fenômeno corpo/corporeidade na sala de aula

Abstract

Education is a human experience that constantly seeks the (re) construction of knowledge related to the experiences of being with oneself, with others and with the world. The school, in this context, represents the society and the current paradigms that guide the educational system. The child, when being part of the school environment, interacts with other children and teachers, beginning to understand the rules and norms prevailing in the system. In the classroom they learn to write, to tell, to relate to their peers and gradually build and broaden the notion of the world, discovering meaning to their existence. Phenomenology, as epistemological basis and especially in Maurice Merleau-Ponty, brings to our reflections the human under the focus of corporeity. The child, when studying, experiences its essence in the classroom, becoming a child-body in its entirety. Upon entering primary school with an average of six years, the student leaves a context of Early Childhood Education for this new stage of schooling, which is different in its dynamics and pedagogical proposal. Thinking about this issue, the present research aims to investigate how the elementary school student expresses the body / body in the classroom. Research is descriptive in a qualitative approach. Field research was carried out in three schools of the Uberaba-MG state network, with 63 students. Data collection was achieved through observation and material recorded in logbooks. Using the technique of qualitative approach called the Phenomenon Analysis, proposed by Martins and Bicudo (1994) and Giorgi (1978) adapted by Moreira (1992), the records were analyzed. Our argument has developed in the sections: Being child and motor; Being a child and school; Being a child - learning body. The results showed the body-child in the classroom dialoguing with other corporeities by words, gestures, affection, solidarity, hostility and aggression. The body-child, in this context, was eloquent, especially through the jokes, during the lesson. The elementary school student expressed himself genuinely in children's language, ludically, as a way of establishing dialogues with the world around him.