O corpo da professora pedagoga na relação com as crianças pequenas: do chão da creche aos documentos oficiais

Abstract

This research aims to understand the body of the pedagogical teacher in relation to young children in the nursery, with the research question being "How do teacher's body affect young children and the educational processes with them?". To seek answers, the study reflected on aspects of the teacher's body integrated into the educational environment and the play of and with children, and carried out an analysis of the presence or absence of the body in official documents, namely: LDB Law No. 9,394 of 12/20/1996, General National Curriculum Guidelines for Basic Education of 2013, National Curriculum Guidelines for Early Childhood Education of 2010, National Curriculum Guidelines for the Undergraduate Course in Pedagogy of 2006 and the National Common Curriculum Base of 2017. The research adopts a qualitative approach, bibliographical nature, constituting a State of Knowledge review, documentary, focusing on the analysis of normative/legal documents, and with an (auto)biographical perspective. It dialogues with interdisciplinary studies of the body, especially with the Corpomedia theory, seeking to produce situated and implicated understandings about the complexity of teacher's body in the daycare center and its relationships with young children. The results pointed out to the importance of teacher's body in pedagogical practices and to the need to value the bodies of teachers and young children, understanding that the conception of body reverberates in pedagogical proposals and in the planning of educational time and space. The literature studied reveals a gap in body awareness training, still lacking greater space in teacher training curricula. Among the legal documents analyzed, the document governing the degree in Pedagogy indirectly provided guidance on work described as practical. In the documents governing work in daycare centers, it was possible to observe how work with child's body is guided, however, there is little mention and few direct guidelines for who will propose the guidelines: the teacher.