Forma escolar, educação física e educação infantil : (im)pertinências
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Data
2011-07-05
Autores
Rocha, Maria Celeste
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Editor
Universidade Federal do Espírito Santo
Resumo
The paper reflects about some issues that permeate the current debate about
Children’s Education, aiming at understanding and discussing about its role/function,
as well as discussing the insertion of the Physical Education in such educational
segment. The work’s goal is to establish a critical dialogue with the Childhood
Pedagogy; problematize the notion of school form as model for Children’s Education;
identify how an insertion of the Physical Education teacher (specialist) is concretized
in the view of the regent teachers, pedagogues and promoters; and, at last, verify
how the Children’s Education Municipal Centers (CMEIs) organize the pedagogical
work between the regent teachers and the specialist ones. It uses as reasons, the
Hannah Arendt thought (1990), the proposal of a Pedagogy of Childhood (ROCHA,
1998) and also the Theory of the School Form (GUY VINCENT; LAHIRE; THIN,
2001). It intertwines the theoretical referential with the collect data through the semi
structured interviews with the regent teachers of the classrooms, specialists in
Physical Education (promoters) and pedagogues working in Children’s Education
institutions in the district of Vitória, State of Espírito Santo. It shows a tension that is
present in the educative process of the little children. Regarding Children’s
Education, both the discipline students and the teachers working in their institutions
have as fundamental assumption that the function of Children’s Education is tied to
the dimension of taking care and educating in an inseparable way. Although some
teachers, in their speeches, take such assumption into consideration, what stood out
was the concern about preparing the child for the Elementary Teaching. Regarding
the Physical Education insertion in the Children’s Education, the study highlights that
that theme is presented even more controversial, because, besides divided opinions
between defense and denial of that insertion, it is not very clear which is the
specificity of that curricular component for Children’s Education, in the academic
environment and also in the proposals concerning education for the little children.
Without the intention of defending or denying the presence of Physical Education in
the Children’s Education, the study raises issues that need to be considered prior the
elaboration of any proposal of Physical Education specificity for that education
modality.
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Palavras-chave
Children’s Education , Physical Education , School form , Educação Infantil , Educação Física , Forma Escolar , Pedagogia da infância , Childhood pedagogy