Ginástica Brincante: uma proposta de Formação Continuada para professores e professoras da Educação Infantil

Abstract

This investigation is part of the context of Physical Education in Early Childhood Education, regarding the training of teachers to work at this stage, with the teaching learning of gymnastics practices. The main objective of this research was to offer and reflect a Continuing Training initiative for Physical Education teachers who work in Early Childhood Education, focused on teaching-learning Gymnastics with children, from the perspective of playing and moving. It was considered appropriate to carry out this research, given the lack of studies that address the topic of Gymnastics in Early Childhood Education, as well as discussions surrounding the training of teachers to work at this stage. Proposals like these demonstrate support for both the initial and/or continued training of these teachers, as well as the democratization of Gymnastics as a subject of children's rights. The research was characterized as qualitative, using the action research method, based on a continuing training program, which was developed over a period of seven weeks. The research collaborators were Physical Education teachers who work in Early Childhood Education in the municipal network of the city of Pelotas/RS. Data were collected from pre- and post-intervention semi-structured interviews, pedagogical letter and field diary. For data analysis, the thematic analysis outlined by Braun and Clarke was used as a technique. From the ongoing training process built collaboratively with teachers, it was possible to understand their experiences and knowledge with gymnastics practices. Taking these experiences into account, we identified a gap in their initial training regarding the teaching-learning of gymnastics content in Early Childhood Education. Therefore, it is noted that continued training expanded teachers' knowledge involving the theme of Gymnastics for development in Early Childhood Education, as well as its pedagogical resources; the understanding of being children; and the importance of playing for a child’s development. It sparked a critical reflection among teachers on the importance of continuing education for professional training and improvement of pedagogical practice. Furthermore, the training provided the opportunity to develop a practice more aligned with educational precepts for Early Childhood Education, including more pleasurable, playful, inclusive classes, freedom of movement, imagination and creativity. We leave here the call and encouragement for future research that explores proposals for continued training for Physical Education teachers who work in Early Childhood Education with perspectives that value children as they are – a child.