"Por que a comida foi presa? Porque ela matou a fome.": diálogos poéticos entre educação física e literatura infantil

Abstract

Based on the recognition of the relationship between Physical Education and children's literature, more specifically poetry, we have launched the challenge of working with poetic literary texts within Physical Education classes. As a possibility of exploring movement as an element present in poetry and in children, we point to performance as a possibility of conceiving and bodily reverberating the poetic text presented to children. Our work is justified by the observation of the scarcity of pedagogical proposals that aim to articulate Literature and Physical Education, which points to a little-explored and very powerful path for the development of this study. The objective was to explore the possibilities of Play and Movement as a fundamental element present in poetry and in children, pointing to performance as a methodological possibility capable of conceiving and bodily reverberating the poetic text presented to children. The exploratory nature with a qualitative approach was carried out at the Lúcia Giovanna Duarte de Melo Municipal School, in João Pessoa. The participants of this study were 25 students from a 2nd grade class of Elementary School, of both sexes, morning shift, duly enrolled in the 2024 school year. As instruments for collecting information, an innovative pedagogical intervention was installed that proposed to work with the books “Você Troca?”, “Travadinhas” and “Adivinhe se Puder”, by Eva Furnari, as well as the use of the field diary and photography. The results point to the manifestation of children's Se-Movimentar, primarily from play, a perennial activity of the child, where play prevails from interaction in live and synesthetic environments, with the child as the performer of his/her own life, in a natural and directed way. In addition, there is difficulty in planning and executing differentiated classes, with more elaborate resources, that dialogue and strengthen the critical, special and aesthetic sense of children without the availability of adequate pedagogical spaces and times. Thus, we point out the predictions of the dialogue between Physical Education and Literature, more specifically poetry, having the Critical-Emancipatory Pedagogy of Physical Education and the Pedagogy of Performance as methodological possibilities as a concrete and promising possibility.