A cultura corporal de movimento no processo de transição entre a educação infantil e o ensino fundamental: a perspectiva de crianças

• Autor(a) principal: Felix, Laís Amanda Caldeira da Silva [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203099; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000912316.pdf
• topic: Educação de crianças; Infância; Ensino fundamental; Movimento; Crianças

The research aims to identify and analyze the perspective of children about the movement in the transition process between Early Childhood Education and Elementary School. The movement has always been part of children's lives, since they use it as the first form of expression. In the transition between levels there may be modifications (or not) in the relationship between the child, the movement and the school. Supported by the qualitative approach, this study was developed through semi-structured interviews with six (06) children of the last year of Early Childhood Education and six (06) children of the first year of Elementary School in two schools of the municipal school system in Duartina, in the interior of the State of São Paulo. In the face of the data collected, some fundamental results emerged for structuring the dialogue with the literature review: child relationship, Early Childhood Education, Elementary Education and play; the movement little related to forms of learning; the movement as a source of socialization; the importance of games for the elementary school child; the lack of importance of playing in the learning by the teachers; the mark of the child playing through the transition; the movement-related collectivity, and the 21st century school and child. The results were summarized as follows: a movement that is not present in a way that contributes to the teaching and learning process as a teaching tool, both in the reports of children in Early Childhood Education and in the reports of elementary school children. Children in Early Childhood Education relate movement to play, non-formal spaces, outside the classroom, moments marked by interaction with peers. Of six (06) children interviewed, five (05) related the movement as a moment of play ... (Complete abstract electronic access below)