A educação física na educação infantil: contextos e desafios do currículo

Abstract

The present work is contextualized in the scope of the Physical School Education (EFE) curricular component since LDB9394 / 96, seeking the concretization of a curriculum that allows the consolidation of learning in school spaces and times. This monographic work is based on the scope of public policies aimed at pedagogical management and educational contexts as a requisite for obtaining the degree of specialist in educational management. This research is justified by the need to contribute to academic studies, pedagogical practices of nursery education (EI) professionals and important reflections on school management. Its general objective was the accomplishment of a Literary Review identifying the updated panorama of the productions about the curriculum directed to the EF in the IE. As to the specific objectives, the systematization of the elements of the curriculum was pursued sequentially at this stage of teaching; identification of theoretical concepts; and foundations of pedagogical practices evidenced in the works used. The methodological approach was based on the qualitative approach, using documentary analysis through consultations with legal documents and Literary Review concerning the academic productions of A1, A2 and B1 qualifications of the last five years in the area of EFE, totaling at the end of the investigation thirteen productions . For the detailed investigation, two tables were used: Basic Aspects for Production, Description and Analysis (ABPDA) and Specialized literature review study (ERLE). The conclusions of this study point to contradictions between pedagogical practices and theorizations and guidelines of legal documents. It is evident here, the incompatibility of curricular practices, especially with the DCNEI (2010), characterizing as Da Silva (1999) points out a "hidden curriculum" among most of the reported institutions. The absence of a systematization of the pedagogical work directed to the EFE indicates that there are no grounds for the organization of the work carried out in these institutions, there is no sequence of activities, or any explanation about the selection of activities, resulting in a failure in the evaluation processes focused on specificity of EI in relation to children's body movement. The above points also the insufficiency of productions on the curriculum of EFE in the IE. Most of the institutions reported have a strong tendency to contain the child in times, spaces and activities that aim at their preparation, pointing to the most important stage, always in a future time, never the present. In the specificity of EFE, the competitive games, with the definition of a winner, using endless queues and the prohibition of the possibilities of creating and recreating jokes and ways of moving, are plagued by a routine of the schooling culture, evidencing a inconsistent with guidance documents.