A atuação do professor de educação física na educação infantil no município de Uruguaiana

Abstract

This research had as its theme the role of the Physical Education teacher in Early Childhood Education. We know the importance of this topic, as the Physical Education teacher has a fundamental role in Early Childhood Education, enabling different experiences and situations, through experiences that require time and planning. In this sense, the objective was to investigate how Physical Education teachers who work in Early Childhood Education in municipal and private schools carry out their planning. To this end, this research is characterized as qualitative, exploratory and descriptive. The research participants were teachers who work in Early Childhood Education at schools in Uruguaiana-RS. Those who were teaching during the data collection period were selected. As a research instrument, a questionnaire prepared by the researcher was used containing 41 questions divided into six blocks (Block I - Personal data; Block II - Professional data; Block III - Professional interests in working with Early Childhood Education; Block IV - Educational Objectives Physics in Early Childhood Education; Block V - Ways of selecting content that teachers use; Block VI - Barriers that Physical Education teachers face during classes in Early Childhood Education). The questionnaire was sent by email and via the Whatsapp cell phone application. For data analysis, descriptive statistical analysis and content analysis were performed. The research participants were 9 teachers, 6 of whom work in the municipal education network and 3 work in the private education network. In early childhood education, 44.4% of classes take place once a week, 33.3% twice a week and 22.2% three or more times a week. With class duration of 55.6% between 30 and 60 minutes and 44.4% over 60 minutes. In their classes, 100% use circuit activities and ball games, 66.7% singing games, 33.3% theatrical games, 44.4% nursery rhymes and 11.1% traditional music and dance games. It was identified that the main objective of Physical Education in Early Childhood Education, according to teachers' perception, is motor development and psychomotor development, followed by the establishment of social relationships; health development and quality of life Only 1 teacher reported playing as a form of expression and language within the objectives of Physical Education in Early Childhood Education. It was concluded that the results found demonstrate that there is interest in acting at this stage of teaching, that the planning of Physical Education teachers in Early Childhood Education brought different perspectives with regard to their performance, the majority still focused on the child's motor development. , expressed in the objectives, in the methodological strategies used (mostly motor circuits) and in the forms of content selection based, for the most part, on the stages of the child's motor development. It is expected that the results of this research will show the main challenges faced by teachers when organizing their planning, and that these data can contribute to rethinking the various fields of physical education teacher training.