O MOVIMENTO CORPORAL DA CRIANÇA: Um estudo à luz da Teoria das Representações Sociais

Abstract

The Early Childhood Education is the first stage of Basic Education, and aims at the integral development of the child in its physical, psychological, intellectual and social aspects. This research has the general objective of investigating how the body movement of children from three to five (3-5) years old is used by their teachers in pedagogical practice, and considering the importance that is proper for child development in the light of the Theory of Social Representations (TRS). The study is divided into the following specific objectives: to capture how do teachers of Early Childhood Education think about the body movement of young children in the school studied; to know professional experiences lived by teachers, in which the children demonstrated progress in cognitive and affective development, from activities involving body movement; point out in dialogue with TRS what teachers say regarding the pedagogical practice that is carried out in the daily life of the school. The children’s universe is permeated by playfulness and action of play, thus, one of the main characteristics of the child is body movement. In this research, the child is understood as an active subject, who participates in activities in the environment in which he is inserted, especially in the school context. Therefore, the study is developed through bibliographical research and field research, and assumed a qualitative character, because it considers the reflective capacity of the subject on his actions and its construction as a person through their social interactions. Data collection is carried out through the Google Forms in the search field, the school. For the theoretical methodological basis of this study, we use TRS, which has as reference the studies of Serge Moscovici, since the Theory allows to investigate the beliefs and ideas shared by a social group and the way they conduct their actions and behaviors, leading to reflections and interpretations about the child’s body movement. The questionnaire and semi-structured interview are used as research instrument. The treatment of the research data is carried out with the support of the content analysis technique of Bardin (1977), since it allows the deduction and inference of the collected data. The conclusion of this research shows that activities such as play, motor skills, development of affectivity and language, respecting the different ages of children, with regard to the symbolic and cultural universe, In addition to favoring the recognition of the body and its possibilities of movement, they endorsed the motor autonomy of the children’s bodily actions favoring the interactions experienced in the social context of the school in everyday life, where new representations are generated.