O corpo (des)conhecido na docência da educação infantil: narrativas docentes

Abstract

The relations between body, child education, and teaching practices are built with the interaction of the individuals, whose conceptions of world bring about their interrelation across their political, economic, social, and cultural agenda. This research aims at understanding how the interviewed teachers manage the implications of their body in their practices with the primary children’s schools, and how their daily job is affected in their working spaces in primary education. When I speak about the body in this research, I refer to its relation with art, culture, and education. My body was affected in such relations, and it is from this life experience that I started to reflect on my own body. To conduct this research, I have adopted a qualitative approach with the oral narrative technique, i.e., a memoir of moments in my life. I also considered the data collected in CAPES’ thesis and dissertations repository and the narrative of the interviewers as the mains axis of this work, particularly because this research topic has not had much debate in education. I interviewed for this research five instructors in the State of São Paulo: three cisgender women, one transgender woman, and a cisgender man. The content of such interviews reveals rich and important data of the relations of their teaching-bodies with their lives, their formation, and their professional activities, showing the diversity of their teaching-bodies in their work in child education. Those narratives enabled a reflection about gender, about the interaction of instructors with their bodies, about their relationship with space, about ethnical and racial relations and about children with disabilities. I seek in this work to approach the need of studying the body in child education.