Corpo e infância pelo olhar de educadoras do ensino infantil: uma perspectiva fenomenológica

Abstract

This study aims to deepen the discourse surrounding corporeality in the school environment through a phenomenological approach, particularly drawing on MerleauPonty's contributions.The text emerges from research at the intersection of psychology and education, focusing on a reflective exploration of the body within early childhood education, involving educators from a Child Education Center in Brasilândia (São Paulo - SP). In the contemporary context, both practically and theoretically, there is a systematic disconnection observed between individuals and their bodies, often viewing them merely as a "garment" for the "mental faculties". This raises questions about how corporeality is addressed in educational settings, particularly in early childhood, emphasizing the significance of an alternative understanding of human beings from the earliest stages of life. Against this backdrop and considering the return to schools after the COVID-19 pandemic, along with insights from Merleau-Ponty's conception of the body (1945/2018; 1964/2014; 1988/1990), challenging conventional perceptions and providing room for an alternative view of the self and the world, a meeting was held at the Child Education Center. This gathering aimed to broaden knowledge horizons on the subject, reflecting on the everyday experiences of educators regarding the role of the body in school. Various topics emerged from this exchange, integral to the institution's daily life, which were analyzed and discussed in this dissertation through a phenomenological point of view. These topics included toilet training, aggression, screen usage, environmental conditions, and adaptations, among others. The conclusion suggests that professionals, in some way, undergo experiences in the school environment influenced by corporeality. However, this theme is not a focal point of attention and care. By introducing this topic into discussion and expanding the knowledge horizon through an integrated perspective of the human being, this approach may impact how educators conceive corporeality and children's experiences in school. It has the potential to offer a more authentic school experience for individuals (educators and learners alike) and their relationship with the world and others