A linguagem da cultura corporal sob o olhar de professores da educação infantil

Abstract

O presente artigo versa sobre a possibilidade de reconhecer a cultura corporal como sistematizadora da linguagem do corpo, e essa, como fonte de produção do gesto e da expressão na Educação Infantil. O objetivo principal da pesquisa é identificar o entendimento de professores acerca da cultura corporal como objeto de estudo da Educação Física para a Educação Infantil. A metodologia seguiu o caminho da pesquisa qualitativa do tipo descritiva. Os resultados apontam que as práticas corporais são contempladas na Educação Infantil, porém nem sempre sob a chancela da Educação Física. Pautados pela historicidade esportiva da Educação Física, os professores entrevistados compreendem essa disciplina como desfavorável para estar na Educação Infantil. Diante disso, vislumbra-se a necessidade de apresentar e de ressignificar aos professores de Educação Infantil uma Educação Física contemporânea que compreenda a cultura corporal como sistematizadora da linguagem corporal.

Práticas corporais na formação continuada de professoras: sentidos da experiência

“…3 With the goal of understanding the place of the body and expressiveness in education, as part of the research we offered teachers 4 in preschool and early elementary school in the city of Campinas, São Paulo, a course we called "Body, Gesture and Creation," 5 which aimed to provide an understanding of the body through experimentation, sensitization and the perception that bodies and gestures are constituents of the subject and of the social group to which it belongs and has access, thus deserving close attention and care. Strazzacappa (2001), Leite and Ostetto (2004), Ayoub (2012) and Ehrenberg (2014) had already expressed concern regarding the subject of our research. The aforementioned authors also problematize issues that even today require broader discussion to address the interaction and contradictions between art, childhood and teacher education.…”

Body, gender and sexuality in teacher training: a meta-analysis

“…In Table 6 you can see the frequency of articles by type of effect. It can be observed that in the researched literature, the results are statis tically significant in 60.87% of production, totaling 14 articles (SEFFNER, 2011;WENETZ, 2012;RABELO, 2013;ALTMAN;AYOUB;AMARAL, 2011;DORNELLES;POCAHY, 2014;PINTO, 2011;TORRES;PRADO, 2014;ROCHA, 2012;XAVIER FILHA, 2012;SOARES, 2014;ALONSO;ZURBRIGGEN, 2014;EHRENBERG, 2014;DORNELLES, 2012;MOIZÉS;BUENO, 2010). In this perspective, the status of more than 60% of the produced literature on the subject suggests that the approach of the themes of body, gender and sexuality in teacher education contributes to the destabilization of norms, classifications and hierarchies surrounding the subject.…”

“…Aspects connected to the thematic of body, gender and sexuality are considered during teachers' lesson planning, with the consequent formation of a livable existence at school, which is constituted as a powerful direction for the flight of the joint paths between markers. Quirino and Rocha (2012), Ehrenberg (2014).…”

Transsexuality and education: analysis of knowledge production in education periodic of capes (2012-2016)

“…For the authors, "the status of more than 60% of the produced literature on the subject suggests that the approach of the themes of body, gender, and sexuality in teacher education contributes to the destabilization of norms, classifications and hierarchies surrounding the subject. This result is very significant, because it is an analysis of the specific area of knowledge production, highlighting the studies as relevant (SEFFNER, 2011;WENETZ, 2012;RABELO, 2013;ALTMAN;AYOUB;AMARAL, 2011;POCAHY, 2014;PINTO, 2011;PRADO, 2014;QUIRINO;ROCHA, 2012;XAVIER FILHA, 2012;SOARES, 2014;ALONSO;ZURBRIGGEN, 2014;EHRENBERG, 2014;DORNELLES, 2012;MOIZÉS;BUENO, 2010;SANTOS, 2020;CRUZ, 2014;MENEZES, 2017;DIAS, 2017;DIAS, 2014;EUGÊNIO, 2010;GOMES-DA-SILVA, 2014, LARA, 2016CALEJON, 2020).…”