Atividades de movimento na educação infantil

Abstract

Analyzing the actual state of the knowledge in the Movement area in the Infantile Education, we perceive the need of a deep investigation, mainly in that is related to the contents worked in this area with children from zero to six years old. The present research has as objectives to analyze the conception of the content present in the National Curricular References for the Infantile Education and to discuss how the movement activities can be characterized as content in this education level, using historic-cultural perspectives. The contents enrolled in the proposal of the MEC are not specified with clearness, allowing diverse pedagogical positions to be assumed by the teachers of Infantile Education. Far from representing something given to technically develop, or the selection of knowledge that belongs to diverse elaborated and formalized knowing scopes, the curricular content must be seen like parts of the culture accumulated by the society throughout its history. We took the bibliographical research as methodological procedure, once that this work is of theoretical nature. We saw that playing is the main activity of the child, in other words, its development governs the main changes in the psychic processes and in the personality of the small children. The playing is an activity that is carried through by means of actions and the movements give sense to these actions. The movement constitutes the support for all the construction of the psychic activity structure. Therefore, the movement been worked by intentional way, inserted in the playing context, becomes a central category in the development of the children activity.