Os sentidos de movimento nas Políticas Curriculares para Educação Infantil

• Autor(a) principal: Oliva, Mariana Faria
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17394
• topic: Early Childhood Education; Physical Education; Movement; Curricular Policies; Educação Infantil; Educação Física; Movimento; Políticas Curriculares; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This study aims to analyze the meanings of movement in curriculum policies for Early Childhood Education, namely, the National Curriculum Reference for Early Childhood Education, the National Guidelines for Early Childhood Education and the Common National Curricular Base for Early Childhood Education. The interest of this research is mainly related to two fields of knowledge, Physical Education and Early Childhood Education. Both of them went through changes in their trajectories. There were movements in Early Education to achieve rights for young children and their education, as well as new ways of looking at children and childhood. The main transformation in Physical Education took place in relation to its object of study. From the reading of Sayão's research, 1999, 2002; Ayoub, 2001, 2005; Buss-Simão, 2005, 2011; Richter and Vaz, 2005, 2010; Macedo and Neira, 2013, 2017, it was possible to identify arguments that may have contributed to certain tensions between the two fields, such as: the presence of the psychomotricist perspective, curricular fragmentation and the insertion of the sports. From this, we tried to understand how the discourses about the movement are treated in the curriculum policies dedicated to Early Childhood Education. Regarding the curriculum theme, theoretical references from authors such as Lopes and Macedo (2011) and Macedo (2012) were used, making it possible to reflect on the legitimation of knowledge in the curriculum and the disputes and tensions that exist in the construction of curricular policies. The curriculum in which we believe is related to the struggle for the meanings we attribute to the world, therefore, understood as cultural production (LOPES; MACEDO, 2011a).Still, in order to analyze the Curriculum Policies for EI, the Policy Cycle was used (Ball, 1992). This tool allowed the understanding of how the discourses about movement, playing and body practices are produced in policies. After analysis, it is concluded that there is a prevalence of the cognitive aspect in relation to motor skills. The curricular documents make little connection between the movements and games with the culture and when they do, they do not take into consideration the maintenance and production of the peer culture and, finally, it was observed that the documents hardly use the knowledge of the field of Education Physics.