O trabalho docente em educação física na educação infantil: o que diz a produção acadêmica?

Abstract

This research, through the Center for Research and Studies in Education and Training of Workers – NUPEEFT, has as its theme “Teaching work in Physical Education in Early Childhood Education: What does academic production say? In recent years, although still in its early stages, teaching work in Physical Education within Early Childhood Education has gained prominence in Brazilian academic production. This reflects a growing movement of critical reflection on the role of this field in the daily pedagogical practices of early childhood institutions and its contribution to the holistic development of children. The investigation into how teaching work in Physical Education in Early Childhood Education is portrayed in academic literature was justified by the need to understand the meanings and approaches attributed to this educational stage in research. Early Childhood Education, as part of basic education, demands specific pedagogical practices that are sensitive to the needs of child development. By mapping and analyzing academic production, the aim was to identify gaps, advancements, and theoretical trends that could contribute to the strengthening of the field, as well as to promote more qualified pedagogical practices aligned with children’s learning rights. This led to the central research question: How is teaching work in Physical Education within Early Childhood Education portrayed in Brazilian academic literature in the field of Physical Education? Based on a survey conducted in national Capes journals and in the Brazilian Digital Library of Theses and Dissertations (BDTD), it was found that studies specifically focused on the teaching work of Physical Education teachers in Early Childhood Education remain scarce, with a total of 23 findings being found. For the selection of materials, the descriptors used were “Early Childhood Education,” “Teaching Work,” and “Physical Education,” considering only works that included at least two of these terms in the title, abstract, or keywords. Publications from the last ten years were included to identify recent scientific output in the field of Physical Education. This investigation pointed to various conceptions of teaching work, childhood, Physical Education, and Early Childhood Education, which were analyzed critically. The objective was to identify and critically analyze academic production in Physical Education regarding the relationship between teaching work and Early Childhood Education. It was important not only to clarify the contributions and advances already achieved by existing research, but also to reveal the gaps and challenges that Physical Education continues to face. This was accomplished through the mapping, categorization, and analysis of academic works on the subject. This work was carried out eith the support of the Coordination for the Impovement of Higher Education Personnel – Brazil (Capes), and was characterized as bibliographic research, with theses and dissertations from the Capes platform as the main data sources. Based on the literature review, we first analyzed how the main concepts of Childhood, Teaching Work, Physical Education, and Early Childhood Education were constructed. The research also examined the investigative methods and procedures involved in the preparation, organization, and selection of materials to be analyzed, as well as in the categorization and qualitative analysis of the collected data. Among the most frequently discussed topics were the trajectories of young children and their early experiences, child development, the structuring of pedagogical work, teacher education, and public policies aimed at children up to six years of age. The research contributed to the understanding and transformation of educational phenomena by highlighting the importance of Physical Education in Early Childhood Education, highlighting its role in children's comprehensive development. Furthermore, it promoted critical reflection on the concepts of childhood, the body, and teaching work, offering theoretical and practical support for the development of pedagogical practices and educational policies more consistent with children's learning rights.