A percepção do corpo das crianças na educação infantil: o olhar das professoras

Abstract

This dissertation aims to approach the perception of the body of the child, in the kindergarten, through the eyes of the teachers of the Arlete de Almeida Nunes School in João Pessoa. The purpose of the study in question is to deepen the understanding of the child's body, what it feels, which affects and what is affected. Thus, we seek to discuss, associate and inquire, to understand how the other who engages, works, teaches and is linked in daily life with the child subject. How do you perceive your body as a child? How do you understand the body of the children you teach? We consider that these reflections are linked to the past and present experiences of these professionals, given the need to listen to the other, to effectively know it and, thus, to know a little of their stories as a means to unveil their understandings about the body of children. . The methodological approach used was phenomenology, in which the research took place in the sensitive and intentional experience, based on the experience report, in which we made the phenomenological reduction and the understanding of the phenomenon (Moreira, 2000). In this process, we conducted four interviews with each of the teachers: in the first, we asked about the stories of her childhood; In the second, we ask about how they see children and ask them to draw the representation of this body as it used to be and how it is today; In the third, we asked how to perceive it, and finally we took the figures and asked them to talk about the image they built. The meetings with the eight teachers took place in four moments, each one individually, in the school environment, in the third hour before recess, in the teachers' room, at which time we had a lot of privacy. The time and place were the most favorable for the interviewed teachers. Thus, we elaborate the present dissertation in three chapters. In the first chapter, we present the theoretical discussions about the child and its historicity. In the second, we expose the meanings revealed through childhood, encompassing the lived experience and the childlike essence that still inhabits the teachers, their stories and the meanings they have. In our third chapter, we bring the issue of the perception of the child's body through the eyes of teachers and illustrate with the drawings made by them, representing these mobilizers of perception.