Contribuições da abordagem crítico-superadora para a educação física na educação infantil

Abstract

The present study investigates Physical Education in Early Childhood Education based on the following question: what are the contributions of historical-cultural psychology, historical-critical pedagogy, and the critical-overcoming approach to Physical Education in Early Childhood Education? In this sense, study general objective is to analyze contributions of above-mentioned theories to Physical Education in Early Childhood Education. It comprised a bibliographical research, based on reference adopted in this research: historical-cultural psychology, historical-critical pedagogy and the critical-overcoming approach of Physical Education. The research has as parameters to analyze a theoretical-methodological foundation for Physical Education in Early Childhood Education in order to contribute to overcoming educational networks deficiencies, confronting scientific conceptions that lead to discussions of both the teacher importance (and Physical Education teacher), as well as the body culture teaching importance in Early Childhood Education. Study concludes that: (a) the child is a historical-social being, which development depends on interactions quality established in social relations; (b) therefore, it requires interaction with adults for its development, more specifically, in school, with teacher in Early Childhood Education, since it is through systematized activities that child learning and development is promoted; (b) also, teacher is responsible for introducing not only corporal culture in Early Childhood Schools, but also all whole humanity socio-cultural patrimony; (c) the presence of corporal culture content in Early Childhood Education is fundamental to the child formation process, including Physical Education in a critical-overcoming sense.