A educação infantil e a linguagem corporal: que lugar ocupa o corpo do professor nesse processo?

Abstract

The body has assumed an important place in the field of education, especially for pointing out a new understanding of the relationship between cognition, learning and Body language (Efland, 2006; GIBS, 2006). With regard to Early Childhood Education, this dialog shows up even more pertinent, given the importance of body experiences for the teaching-learning process (BRAZIL, 1997, BH, 2009). We observe, however, that despite the growing theoretical production that is dedicated to this approach litte or nothing is said about the body of the teacher in this process. Thus, this research seeks to understand the place of the body of the teacher in the context of rearly childhood education, based on the conceptions they have about their bodies and the possible relationship with teaching practice, obtained with the participation of the researcher in the course of processing Childhood Education, and childhoods anr Art EBA / UFMG, where questionnaires to 80 teachers of Municipal and Belo Horizonte metropolitan region and with the participation in the project of Body Language extension in kindergarten EBA / UFMG which, in turn, complements this research were applied through from the author´s experience with the daily lives of UMEIs of Belo Horizonte. The results show a lack of intentional use of body language teacher in kindergarten.