A Educação física como mediadora dos jogos de papéis com as crianças pequenas: uma abordagem desenvolvimental no contexto da educação infantil

Abstract

This master’s dissertation focuses on the systematization of bodily movement experiences in Physical Education in Early Childhood Education, based on a developmental didactics oriented by the guiding activity of role-play games. The study stems from the research problem that asks how it is possible to organize bodily movement experiences that are consistent within the context of Early Childhood Education. The general objective is to understand the systematization of bodily movement experiences consistent with Early Childhood Education through a developmental didactics. Specifically, the study sought to identify and analyze the systematization of a didactic proposal that mediates meaningful topics related to bodily movement experiences of young children in a preschool, as well as to develop an educational resource throughout this process. This is a qualitative study, within the framework of the didactic-formative experiment, carried out in a preschool in the municipality of Patos de Minas, Minas Gerais, with a second-period group (5 years of age) of Early Childhood Education, conducted by the Physical Education teacher over twelve sessions. The main results indicate that Physical Education in Early Childhood Education can be systematized without breaking with the humanizing principle of play, demonstrating that it is possible for the teacher to work with children, and not on them, thus revealing a pedagogical ethics of otherness and a commitment to their formation. It was also possible to observe that the didactic-pedagogical systematization developed in this research encompassed the “Structuring Actions of Mediation,” which are configured as an instrument to guide teachers’ pedagogical mediation and organize the teaching of Physical Education in Early Childhood Education. As an educational resource, a short documentary film is presented, which systematizes this proposal and provides support for teacher education. It is concluded that developmental didactics, oriented by the guiding activity of role-play games, enables the systematization of consistent bodily movement experiences in Physical Education in Early Childhood Education.