Educação física em um centro municipal de educação infantil: interfaces e proposições críticas

Abstract

The object of this study is based on the researcher's own observations about Early Childhood Education, which made it possible to inquire and reflect on the presence of Physical Education at this stage of Basic Education. Theoretical and experiential reflections provoke some questions, such as: what is the participation of Physical vEducation in day care? How has the presence of knowledge in the area of Physical Education occurred with children from zero to three years of age? What do official guiding documents say about body activities and movement in Early Childhood Education? From these questions, the general objective of the research seeks to identify the interfaces of the pedagogical work carried out in Early Childhood Education (nursery 0-3 years) in approximation with the area of knowledge of Physical Education. Specifically, it aims to analyze how activities related to the body and movement are addressed in the official documents of Early Childhood Education and a municipality in Goiás; identify how activities related to the body and movement are addressed in the pedagogical practice of teachers who work at a Municipal Center for Early Childhood Education (CMEI) and; to discuss the possible approximations of pedagogical work with the area of knowledge of Physical Education. To achieve these objectives, a qualitative approach was carried out. Methodologically, the principles of documental research guided the analysis of official documents that guide the stage, in addition to the application of a questionnaire to four CMEI teachers who participated in the research. The analysis of the results indicates that although some knowledge and activities of the teachers' pedagogical practice are close to the area of Physical Education, other elements that constitute it in a systematic way and close to the critical aspects were not present. Thus, it was found that the concept of Physical Education present in the CMEI may be linked to non-critical approaches in working with children, together with an apparent overlap of theoretical contributions and conceptions in the area. It is concluded that it is necessary to think about the formation of the pedagogue defending play as a child's language, understanding the body and movement as central in this process.