Professoras pedagogas e as dimensões do corpo e do movimento na educação infantil: possibilidades, encontros e partilhas

Abstract

The problematization of this research arises from my daily life as a Physical Education teacher in early childhood education, in the city of Santa Luzia- MG. Through interaction with the teaching staff, exchanges and questions, the questions raised in this research began to take shape. Some questions arose, such as what is the place of Physical Education in early childhood education, how it is organized and understood at this stage and in primary 1, and how aspects linked to the body and movement are understood by teachers who work with young children. Therefore, this study aims to: identify what understandings the pedagogical teachers from the municipal education network in the city of Santa Luzia, participants in this research, have about Physical Education, the body and movement; discuss the meanings given to Physical Education based on the experiences of these teachers as basic education students; rethink aspects of body education at school; develop a series of training meetings through a focus group. This research therefore developed training meetings with 3 pedagogical teachers who work in the Municipal Education Network of Santa Luzia, in the early childhood education stage and in elementary school. These meetings had the following guiding themes: how were the movement experiences that marked them during childhood; how was the Physical Education experienced by them at school; what the training was like in the pedagogy courses and how the theme of body and movement was approached. From these moments it was possible to highlight different understandings that these teachers have about Physical Education, and one of them was that Physical Education operates at school and in Early childhood education with a strong bias towards motor development. The methodology used was peer-to-peer training, understanding training meetings as unique moments of sharing experiences and ideas, taking on the formative character that emerges from this. The power of conversation as a methodological instrument was also considered, highlighting once again the formative moments experienced during the meetings. As an educational resource, a series of video letters were developed, which presents excerpts from the meetings with the teachers, permeated by the author's narrative that unfolds into an invitation to reflection and continuous collaboration between Physical Education teachers and pedagogues.