Representações sociais de professores sobre a inserção/intervenção pedagógica da educação física na educação infantil de Serra
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Data
2014-06-30
Autores
Jesus, Joíse Fernandes de
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Universidade Federal do Espírito Santo
Resumo
Identifies and analyzes the social representations of teachers on the inclusion/intervention of
Physical Education in the context of early childhood education from Serra, ES. This is a
qualitative study, with descriptive and interpretive approach, which used semi-structured and
elite interviews as sources in compiling the data. Interviews were held with 12 permanent
teachers, sample corresponding to 60% of the total population of the Physical Education
teachers working at this level of education, and the manager of Childhood Education of the
municipality. The data were interpreted by Content Analysis, considering the social-interactional
context in which they were produced. Social representations, generated in communicative
activities of different discourse communities, are psychological structures that individuals use to
think or act in everyday situations (MOSCOVICI, 2003). They correspond to a practical
knowledge that subjects mobilize to deal with their reality. The data analyzed evidence that
physical education was inserted in Early Childhood Education of the municipality to serve a
lawsuit related to the planning necessity of the "regents teachers." Significant portion of
teachers gone work for Early Childhood Education against their will, as the only alternative to
complement their workload, generating resistance and misunderstandings about the
specificities of children and institutions set for their education. Pedagogical perspectives
adopted by teachers were not designed for this level of education or are anchored in the idea of
children as a universal being, with fixed principles of development, unlike the notion of historical
subject, as recommended by the Child Education Curriculum Guidelines (2013). The inclusion
of physical education in the research context has generated tensions, as the struggle by
physical and occupational spaces and misunderstanding of the role of the teacher in this
curricular component in CMEIs. However, experiences in Early Childhood Education are
contributing to the redefinition of the initial representations, favoring the construction of positive
readings of this context of teaching practice
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Social Representations , Physical Education , Early Childhood Education , Educação Infantil