A PRÁTICA PEDAGÓGICA DOS PROFESSORES DA EDUCAÇÃO INFANTIL DO MUNICÍPIO DE PONTA GROSSA-PR: UMA ANÁLISE SOBRE O CORPO EM MOVIMENTO

Abstract

This review has as research object the conceptions and the development of teaching practices related to body moving in Childhood Education. The research is qualitative with descriptive characteristics. The research has as a central issue: What conceptions are included in the pedagogical practices related to body moving in the Childhood Education? Being the guiding questions: How does pedagogical work related to body movement is being developed in Childhood Education? What theorical and methodological pressuppositian underlying the pedagogical practice of the teacher Childhood Education? The research objectives were: a) identify the concepts related to the body in motion present in the teacher's pedagogic practice of early Childhood Education; b) analyze and describe the pedagogical practice related to body movement developed in Childhood Education; c) identify the methodological and theorical assumptions that underlie the pedagogical practice of Childhood Education teacher. The theoretical research was substantiated by studies on: the perspective of the Theory of Development Motor (GALLAHUE; OZMUN, 2001; TANI ET AL., 1988), e other authos with their studies related moving as: (LE BOULCH, 1987, 1988, 2007); studies of Garanhani (1998, 2000, 2004, 2005, 2006); Mattos and Neira (2006, 2007) and Sayão (2002). To treat the aspects that concern the docile bodies, order and discipline in the school we use studies of Foucault (2007), o and other authors that underlie their research in foucaultiana approach such as Porto (1995), Dornelles (2005) and Carvalho (2005). To analyse the pedagogical practices conceptions we based our research in studies of Sacristán (1998, 1999); Tardif (2000, 2012) and Pimenta (2002, 2005). The research was conducted in the second half of 2012, in Ponta Grossa City, PR, and as a research field three (3) Childhood Education institutions, one (1) private schools network teaching and two (2) municipal teaching institution (CMEIs), where the data was obtained from the observation tools, the questionnaire and interview, involving thirty eight (38) teachers. The data were organized according to content analysis (BARDIN,2011) and analyzed from the triangulation data (TRIVIÑOS, 2008). From the data obtained and analyzed, we consider that the participants teachers of the research attribute relevance to the pedagogical practices related to the body moving, however still have a vision and a fragile and dichotomic pedagogical practice about the development of pedagogical pratices related to the body moving in the Childhood Education.