O trabalho pedagógico com crianças de 5 anos da educação infantil articulado às práticas psicomotoras: concepções, saberes e vivências

Abstract

The general objective of this research was to understand how Early Childhood Education teachers organize their pedagogical work, linking it to psychomotor practices in the teachinglearning processes of 5-year-old children. Based on this understanding, the study was divided into the following specific objectives: to analyze which conceptions, knowledge and perceptions reveal Early Childhood Education teachers about psychomotor practices in the teaching-learning processes of 5-year-old children; to identify and analyze how, in the organization of the pedagogical work of Early Childhood Education teachers who work with 5- year-old children, psychomotor practices appear; to analyze the possibilities, limits and contributions of psychomotor practices experienced by Early Childhood Education teachers in the teaching-learning processes of 5-year-old children. The dialogue between theoretical references and research findings was anchored in the perspectives and approaches of several authors, based on five axes, namely: In the first axis, based on Costa (2002), Le Boulch (1982, 1987), Negrine (1995), Bueno (2014), Fonseca (1995, 2008), Alves (2012, 2016), Gonçalves (2014), Almeida (2010), Freitas (2008), Oliveira (2002, 2015), Lapierre and Aucouturier (1986), Wallon (1979), Ajuriaguerra (1980) and Freire (1989), we seek to develop concepts and discussions around the field of psychomotricity. In the second axis, based on the contributions of Dornelles and Marin-Díaz (2010), Corsino (2002), Ariès (1986), Del Priore (2010), Oliveira (2002), Pozas (2001), Steinberg and Kincheloe (2001), Kuhlmann (2007) and Kramer (2006), we outline reflections on what it means to be a child and the different conceptions of childhood. In the third axis, we base ourselves on the reflections of Ferreira (2008, 2010), Fuentes and Ferreira (2017), Freitas (1992), Veiga (2005) and Franco (2015), which enabled a broader understanding of the organization of pedagogical work. In the fourth axis, we count on the contributions of Luckesi (2000, 2002), Bueno (2014), Kishimoto (2010, 2011), Friedmann (2006), Almeida (2010), Alves (2016), Vygotsky (1994, 2007) and Bacelar (2009), which allowed us to understand the concepts and conceptions of playful expressions in teachinglearning processes in Early Childhood Education. Finally, in the fifth axis, which deals with training and teaching in Early Childhood Education in conjunction with psychomotricity, we had the theoretical support of Veiga (2014), Nóvoa (1993, 1995), Schön (1987), Pimenta (1999), Tardif (2010) and Ortiz (2007), among others, to deepen the discussions on teacher training and the knowledge necessary to work in Early Childhood Education in a way that is integrated with psychomotricity. Regarding the methodological approach, the research is configured as qualitative, carried out through a case study. The study participants were teachers who work in Early Childhood Education with 5-year-old children in a public school in the city of João Pessoa-PB. To generate data, we used the following instruments and procedures: bibliographic review, participant observation, narrative interview and document analysis. Data analysis was systematized based on the Nuclei of Meaning proposed by Aguiar and Ozella (2006, 2013). The results of the research indicate that, although psychomotor practices are present in the organization of the pedagogical work of Early Childhood Education teachers who work with 5-year-old children, they are not intentionally included in the planning. In addition, it was found that psychomotor skills are widely associated with the children's writing process. The study also highlighted gaps in the initial and ongoing training of teachers regarding the approach to psychomotor skills. Finally, we consider that this work is not "closed", as we hope that the reflections initiated here will allow new questions and in-depth analysis of psychomotor practices in the teaching-learning processes in Early Childhood Education.