PHYSICAL EDUCATION ON CHILHOOD EDUCATION EARLY STAGES: KNOWLEDGE PRODUCTION ON EVERYDAY SCHOOL LIFE

Abstract

This study analyzed the challenges and possibilities of the intervention of two Physical Education teachers in the early stages of childhood education (six months to three years old) in two “Centros Municipais de Educação de Vitória” (CMEIs). It adopts the study of everyday life as theoretical and methodological assumption and uses as source the professors/trainees narratives, which were systematized on portfolios. The sources indicate that the challenges for the intervention are related with childhood behavior specificities, which were revealed on the process of pedagogic intervention, as well as the applied routines on CMEIs. As to the possibilities, there emerged pedagogical practices which conceive the child as a “subject of rights”, and the game centrality as methodological strategy.