A corporeidade no contexto das aulas de Educação Física nos anos iniciais do ensino fundamental

Abstract

Corporeality is a theme that originates from Philosophy. It has been providing,for a long time, reflections and studies on the field of Physical Education, being present at all levels and stages of education, as well as in the entire school environment. Santin (2014), inspired by the studies of Merleau-Ponty, states that Corporeality comprehends the human being in its totality, reaching all areas of knowledge, especially when linked toa body interpretation that considers the human being integrally in all aspects of development. This research approaches the subject of Corporeality in the daily routine of Physical Education in schools. This work aimed at verifying how Corporeality has been understood in Physical Education classes taught by early years teachers. The subjects taught the first to the third year of Elementary School in two state schools in the city of Santa Maria (Rio Grande do Sul, Brazil). This research is qualitative and was carried out based on a field survey. A questionnaire was used as a data collection instrument. Participating subjects are teachers of the state education network in Santa Maria (Rio Grande do Sul, Brazil). The results of the research highlight that the conception of Corporeality becomes important for Pedagogy and for Physical Education, since it provides a sense of understanding of the children involved and of their development process in all aspects. Accordingly, the results provide this understanding also in pedagogical practices,putting corporeality in vogue inside and outside the classroom as a possibility for potentializing the appropriation of knowledge, thus, considering the body as whole, and taking under consideration that the physical and intellectual aspects are developed simultaneously.