O movimento do corpo na educação infantil: a prática pedagógica contribui para a manifestação dessa linguagem?

Abstract

This present article provides an approach on body movement in daily classroom institution in Early Childhood Education . To do so , brings up the relevance of working psychomotor childhood , bringing the concepts and theories of some scholars such as Jean Piaget (1978 ) ; VYGOTSKY (1989); WALLON HERI (1962 ) who have contributed so much to work with the body in Early Childhood Education for the purpose of development of the human being in its entirety . For both the study was mainly aimed to analyze activities involving body movement and playfulness in the action of the teacher in the classroom from kindergarten room, comparing it with its notion of benchmarks proposed by the National Curriculum for Early Childhood Education ( RCNEI ) as grants for curriculum planning this type of education . For this, the research was descriptive qualitative character. Thus , we used systematic observation and a questionnaire to the teachers involved . Observed , described and analyzed and compared the practices that teachers from kindergarten adopted with emphasis on body movement of their students . The deduction was reached only for a few moments the teachers work activities involving bodily movements ; predominance of philanthropy ; there was a lack of curriculum planning . Finally , the analysis showed that there was complete consistency between the responses of teachers in the questionnaire with their teaching practices in the school environment , to contribute to the overall development of the child in Infantile Education Institution observed.