Child education and physical education in the interdisciplinary perspective:(im) possibilities

• Autor(a) principal: Brostolin, Marta Regina
• Data de Publicação: 2020
• Outros Autores: Moraes, Claudia Diniz de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48032
• topic: physical education teachers; teachers of early childhood education; interdisciplinary pedagogical practice.; profesores de educación física; profesores de educación infantil; práctica pedagógica interdisciplinar.; professores de educação física; professores de educação infantil; prática pedagógica interdisciplinar.

This text, a cut from a Master's research, has as its theme the relationship between Infant Education, Physical Education and Interdisciplinarity and aims to understand if there is an interdisciplinary pedagogical practice among Physical Education teachers and pedagogues that work in the Centers of Child Education (CEINFs) of a city of Mato Grosso do Sul. The research conducted in 2017 was developed in two moments. In the first, a questionnaire-invitation was used as a methodological instrument, which was delivered to 111 teachers who work in the 100 CEINFs, with 106 of them returned, and whose objective was to characterize the Physical Education professionals who work in CEINFS, data that are not focused on this text. In the second stage, the methodological instrument applied was the focal group technique, in which 10 teachers representing seventeen CEINFs participated, since some of those work in more than one of those institutions. For the analysis of the data of the research were listed two thematic categories: the planning elaboration; and interdisciplinary pedagogical practices. The results showed that although Physical Education is present in Early Childhood Education, it is not part of Early Childhood Education, as it is still seen as a discipline that is developed by specialists. In this way, moments of dialogue and groups formation are not opportune, thus occurring the fragmentation of planning, which consequently fragments the teaching actions and the opportunity for children.