Da educação infantil ao ensino fundamental : singularidades corpóreas para além da cabeça, ombro, joelho e pé

Abstract

The present study aimed to analyze the corporeal singularities, manifested by children in their daily school life, especially in the transition phase from Early Childhood Education to Elementary Education. It takes as guiding questions: How are the bodily singularities of children revealed in childhood, from pre-school to the 1st year of Elementary School? What would these singularities be? The methodology is ethnographic in nature, with a descriptive and interpretative analysis bias. The research was carried out in a municipal school in Várzea Grande/MT, which elects an Early Childhood Education class in 2022 (5-year preschool) and which in 2023 enters the 1st year of Elementary School. It should be noted that the research follows the 14 children in the class, authorized by their parents to participate in the research, in their transition process between the stages. As a data collection instrument, interviews were used with the two teachers responsible for the class in the respective stages, however, the children observed were the same. To compose the data, semi-structured interviews were used, with open questions in which two teachers participated (one from the 5 year old class and 1 from the 1st year class) and field notebooks were also used, daily notes, some audio recordings of informal conversations with the children, and, as the main source, photographic records. The analyzes were established in three categories, named: Corpus 1) Corporeal singularities in teaching; Corpus 2) Bodily singularities manifested by children at school; Corpus 3) Singularities of childhood and the transitional process between Early Childhood Education and Elementary Education. The study made it possible to consider the escape route as a major finding of the research, considering that children used this mechanism, both in Early Childhood Education and Elementary School, to move around the school space in order to share the culture of peers, such as the different ways of sitting, of learning, of communicating, of moving, of playing familiar games or creating new ones, of socializing, even if in disagreement with the teacher's will and arrangements, since their bodies in both stages feel needs to communicate, interact and move. From the point of view of this research, listening to and observing children become necessary dynamics, as they have a lot to tell us and teach us with their childish originality.