Corpo, aprendizagem e movimento: um diálogo com a docência na educação infantil

Abstract

Early childhood education has a pedagogical function, and a work that takes children's reality and knowledge as a starting point, expanding through activities that have concrete meaning for children's lives, simultaneously ensuring the acquisition of new knowledge. Therefore, it is through the movement that we can observe its socialization, which contributes to the expansion of social relationships, the rules of coexistence and exploration of the environment that surrounds it with attitudes of curiosity, greatly benefiting the learning process of the child who is in early childhood education. Therefore, the general objective of this study is to analyze the body conception presented by the Kindergarten teachers regarding the children's learning process. And as specific objectives we propose: To identify the body conception presented by the Kindergarten teachers regarding the children's learning process. Build a dialogue with Kindergarten teachers from their conceptions of the body/movement in their teaching practices. Therefore, we take the principles of qualitative research as a methodological approach, through the focus group bias, of undeniable importance to address issues of education, which suggests integration and discussion. Regarding the participation of subjects in online meetings, it ranged from 27 (twenty-seven) to 29 (twenty-nine) Kindergarten pedagogues from the Municipal network of Parnamirim/RN. At a time when we are experiencing a global pandemic, the impediment of face-to-face meetings was inevitable, so the research itinerary was carried out by holding 03 (three) meetings remotely, lasting approximately 02 (two) hours, which they enabled reflections on the pedagogical practice in teaching practices. For data construction, we used a semi-structured questionnaire, conversation circles, field diary records, as well as images and audio records. Our goals were achieved, in which during the meetings, we analyzed the conception of the body presented by the Kindergarten teachers, starting from the construction of a dialogue with the teachers, highlighting their relationship between the body and their students' learning. Contributing to the importance of the body as a place of learning, so important in early childhood education. In this sense, we understand that it was possible to broaden our investigative perspective from the pedagogical practice in the face of discussions and reflections on the body as a place of learning, in its various aspects with meaning and meaning for the participating teachers.