| dc.description.abstract | This research was developed from the postgraduate program in Physical Education at the Center
for Physical Education and Sports at the Federal University of Santa Maria. In this investigation,
the main goal was to analyze and understand how the pedagogical work of the Physical
Education teacher with the multi-age classes (pre A and B) of Children's Education in the
countryside schools of Jardim do Sul/RS, through the implementation of the Documento
Orientador Municipal (DOM). In addition, we sought to analyze the process of elaboration and
implementation of the DOM Early Childhood Education; understand the place of Physical
Education in the DOM Early Childhood Education; to know the conditions in which the
pedagogical work of the Physical Education teacher takes place in the implementation process
of DOM with Early Childhood Education. For this purpose, a qualitative research was carried
out, in which the methodological path of document analysis and autoethnography was chosen,
using autobiographical narratives constructed from the field diary and semi-structured
interviews, which were carried out with three collaborating teachers who work in the Municipal
Teaching Network of Jardim do Sul/RS. The data analysis process enabled the elaboration of
three categories: 1. Experiences in training and in the course of the research: Physical Education
in Early Childhood Education in the Countryside, the DOM and experiences in schools; The
experiences and conditions of the Physical Education teacher with Early Childhood Education
in countryside schools; 3 The daily experiences of Physical Education classes in Early
Childhood Education in the countryside based on the concreteness of the DOM. In this way, a
narrative of this journey was made through a formative autobiographical narrative, addressing
the reflections and re-signifying the experiences lived by the researcher that contemplates his
learning in everyday school routine. In this respect, as a Physical Education teacher incipient in
Early Childhood Education, weaknesses in the initial training were observed, giving rise to
concerns about such a unique context as childhood, revealing challenges, discoveries, and
learning. Therefore, the theoretical contributions of the Sociology of Childhood field guided
the pedagogical work in Early Childhood Education, presenting a conception of the child that
recognizes them as subjects of rights, producers of culture and emphasizes child protagonism.
Moreover, in this research, it was reached the understanding that Physical Education is present
in the pedagogical proposal of DOM for Early Childhood Education, from its structuring axes,
interaction and games, in which children manifest themselves through language, corporeality,
movement, and spontaneous play. On the other hand, there was the recognition, on the part of
the researcher, of his condition as a teacher coming from the urban environment and inserted in
countryside schools, above all, recognizing the potentialities of this context, children, and
communities. Finally, from the reflections it was possible to verify an important teacher
education process in flux that includes learning movements, discoveries, tensions, reflections
and interpretations. | |
