Nombre: ERIKA DE JESUS SCHULZ
Fecha de publicación: 26/11/2024
Supervisor:
Nombre |
Papel |
|---|---|
| ILEANA WENETZ | Asesor |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| ILEANA WENETZ | Presidente |
| RODRIGO SABALLA DE CARVALHO | Examinador Externo |
| ZENOLIA CHRISTINA CAMPOS FIGUEIREDO | Examinador Interno |
Sumario: Historically, pedagogical practices with babies have been one of the main challenges for professionals working in Early Childhood Education, especially for Physical Education teachers, who seek to promote mediations that achieve care as a joint attitude with other professionals and language areas. Thus, by considering an interest in teaching and glimpsing possibilities for re-signifying it, the main objective of this study is to analyze the challenges and possibilities of teaching Physical Education with babies in Early Childhood Education. The research is situated in the field of Childhood Studies, in constant dialog with the sociology of childhood, cultural geography and the geography of childhood, resorting to interlocution in other fields of knowledge and in contemporary studies pertinent to the reflections mentioned. This is a qualitative, ethnographic study that focuses on the pedagogical mediations of Physical Education in a Group I/II class (mixed class), made up of 22 children, aged between six months and two years, from a Municipal Early Childhood Education Center located in Vitória/ES. The research was carried out over a period of four months, spread over 15 weeks, totaling 18 field placements. The data was collected through participant observation, field diary entries, photographic records and a semi-structured interview with the Physical Education teacher who worked with the class. The data was analyzed based on three categories: the babies' first interactions, the relationships resulting from these interactions with peers and professionals, and their spatial experiences and authorship. During the course of the research, questions that emerged from observations of pedagogical practices mobilized by different languages were also valued, among which Physical Education and Music stand out for this study. The intention expressed in this research is to identify the assumptions of a didactic-pedagogical nature, coming from practice, in order to reflect on the mediations that seek care present in the details, overcoming the maturational perspective, which focuses on babies, and seeing them as active subjects in their own development processes, highlighting the importance of valuing everyday life as a place that presents powerful learning, and the production of knowledge. This study highlights the importance of more research that mentions pedagogical practices with Physical Education, in its care for babies, in order to value teaching with this area of language and popularize its performance, debating its spatial experiences in the context of Early Childhood Education.
Keywords: Early Childhood Education; Physical Education; Teaching; Pedagogical Mediation; Spatialities; Babies.
