O “lugar” da educação infantil na formação de professores de educação física na Amazônia Legal

Abstract

This research aimed to analyze the place of Early Childhood Education in undergraduate courses in Physical Education at federal public universities in the Legal Amazon region. The undergraduate courses in Physical Education at federal public universities in the Legal Amazon region, comprising the states of Acre, Amapá, Pará, Amazonas, Rondônia, Mato Grosso, Tocantins and Maranhão, participated in the research, being a descriptive-interpretative study.Participants included professors teaching specific disciplines related to Early Childhood Education at these institutions. The tools used for gathering data were document analysis, questionnaires, and interviews with professors who teach subjects regarding Physical Education in Early Childhood Education. The study involved a review of course syllabi, targeting disciplines that specifically address Physical Education in Early Childhood Education or related themes. A total of 49 disciplines were found, with only one institution not offering a specific or related course on Early Childhood Education. There was variation among institutions regarding the number of disciplines and the topics related to Early Childhood Education. Given the number of disciplines, we elected to conduct a more refined analysis of the syllabi using descriptors such as: Physical Education; Early Childhood Education; child; childhood; child development. We identified 26 disciplines that we considered to address Early Childhood Education either specifically or in connection with other themes. From the analysis of the syllabi, it became apparent that many courses designed for teacher training lacked in-depth study proposals and discussions on childhood, the child, and Early Childhood Education. Therefore, it is crucial for institutions to review and enrich their curricular proposals to ensure a more complete and contextualized formation for future teachers. Based on the teachers’ narratives, we observed that the depth of discussions regarding childhood and Early Childhood Education is still quite limited. The perspectives shared varied, with some leaning towards a biological and developmental bias while others aligned more closely with the principles outlined in guiding documents and the sociology of childhood. We believe that in order to establish a pedagogy focused on childhood that is sensitive to the interests and needs of children, it is necessary to overcome the historical hegemony that biomedical sciences have exercised over Physical Education—particularly in Early Childhood Education—and to move away from mechanistic and biologistic conceptions of the child and Early Childhood Education. It is imperative that the training of Physical Education teachers for Early Childhood Education transforms and adapts to contemporary needs, incorporating knowledge that respects the integrity of the child. We emphasize the importance of a formation that does not limit itself to biological or motor aspects but also encompasses the culture, history, and complexity of childhood. By promoting a more critical and comprehensive debate, we will contribute to the formation of teachers who are better prepared and more sensitive to the specificities of this demographic, thereby ensuring an Early Childhood Education that values each child in their essence, respecting and addressing their genuine needs and specificities.