Conhecimento corporal na educação infantil: uma proposta pedagógica a partir da arte circense e de brincadeiras infantis

• Ano de defesa: 2020
• Autor(a) principal: Mendes, Simone de Fátima Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Artes Cênicas; Mestrado Profissional em Artes em Rede Nacional; UFPB
• Palavras-chave em Português: Ensino de Artes; Circo; Brincadeiras infantis; Educação infantil; Corpo e Educação; Arts teaching; Circus; Children's plays; Childhood education; Body and Education; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::TEATRO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18540

This work aimed to develop a pedagogical proposal from the circus art, children's plays and games in Early Childhood Education. The research locus is the Centro de Referência de Educação Infantil Maria Ruth de Souza, in the suburb of João Pessoa – PB, and the subjects are children of the Pre-School II class and the teachers of the unit. The concern about a reality that overestimates cognitive knowledge in spite of bodily knowledge causes questions that boost this research, such as: what prevents us from dialoguing and including bodily knowledge at school? Is it possible to learn the circus through children's cultures? The study was constituted as a qualitative research, with an ethnographic character and as a pedagogical intervention. Bibliographic research is based on the fields of Sociology of Childhood, Performing Arts and Early Childhood Education. At first, it was carried out a mapping of the bodily interactions that generated movements and tensions within CREI’s pedagogical actions, and then, the development of a pedagogical investigation in action based on processes of construction of affective body knowledge involving the circus. The collective work between the researcher-teacher, teachers and children generated a lively, creative and affective pedagogical process, valuing the diverse individuals and their knowledge, the circus art and popular children's body cultures. This work resulted in a pedagogical proposal called “Trocadilho” and in the implantation of the language of the circus in curriculum of the researched CREI, as well as in a pedagogical material named “Inventário de brincadeiras e a bolsa brincante” and in a studies group of the body with the participating teachers, in addition to provoking reflection on the relationship between religiosity and aesthetics at school and the importance of working with and from cultural plurality.