Práticas docentes no ensino fundamental: as contribuições da corporeidade e suas relações com a ludicidade

Abstract

The aim of this master's dissertation it is to analyze the pedagogical actions, present in teaching practices that contemplate corporeality in the early years of the Elementary School, considering the comprehension of corporeality and its relation with playfulness, also mapping the contributions of the institutional documents. The theoretical contribution follows the paths of the main theories about corporeality and its approaches related to playfulness. Corporeality is defined as the union of body, mind and affectivity, where the child formation occurs in the whole body and not only in the cognitive sphere (MOREIRA, 1995). In order to apply the concept of corporeality with students, teachers make use of playfulness as an effective way to combine several activities that allow this articulation (PEREIRA, 2015). The research consists of a qualitative study, composed of semi-structured interviews. The participants were five teachers from the early years of Caxias do Sul Educational Board. The data analysis was performed based on the contents from Bardin (2016). The results were analyzed and divided into three categories, namely: a) Comprehensions and experiences of corporeality; b) Pedagogical strategies; c) Playfulness experiences. The results allow us to identify that several of the interviewed teachers understand the concept of corporeality, leaving the dichotomy aside and articulating body and mind in search of an integral formation of the human being. On the other hand, it is noticed there are some teachers who still have not built this understanding, whom end up not performing the necessary articulation, which can result in disadvantage to children. It is understood that this deficit may be linked to the lack of experience of teachers with corporeality in their professional qualification. At the time teachers are looking for strategies to approach corporeality, playfulness becomes evident as an effective form, finding potentialities and limitations in its use, which can be approached by different forms of expressions. Therefore, it is considered that to explore corporeality is challenging, a teacher open to changes, improving his knowledgement constantly can contribute to the learning of his students in classroom, thus providing an integral and transformative education.