Corpo/Corporeidade em movimento nas aulas da educação infantil: o discurso docente

Abstract

This paper aims to discuss “if” and “how” the teachers of Pre II-Kindergarten perceive the relevance of movement of the child's body/corporeity for learning and full development of them in learning process of education. In this context, teaching work is discussed in the dimension of daily pedagogical practices and the body/corporeality and movement/motricity phenomena as a working process with body practices, in which the body is understood as a space for living and communication with themselves and with the others. This is a qualitative study, with a phenomenological approach, involving field researching, realized with preschool teachers in Uberaba. It was chosen a qualitative research approach because it has the need to understand a phenomenon in a deep and detailed manner. During this research, a questionary was applied to twenty teachers. They answered two following questions: “How the preschool children learn?” and “How their body movement reacts to the classes and the learning process?” The analysis of the questionnaires used the Technique of Elaboration and Analysis of Units of Meaning. In addition, the results indicate that most of the teachers reported a similar way of learning: through play. Children learn through the movements during the games and by the active body participation in the development of the classes in order to acquiring necessary skills to the educative performance. Therefore, it has clearly seen that teachers recognize the importance of the body movement during the teaching and learning process in Early Childhood Education.