Eduarda Cristina de Oliveira Santos, Patrick Campos Galvanho Herculino, Vinicius Almeida De Oliveira, Gabriela Simões, Elizangela Cely, José Henrique

Educação Física na Educação Infantil: relatando experiências pedagógicas de licenciandos

Introduction

Educação física na educação infantil: relatando experiências pedagógicas de licenciandos. Relato de experiências de licenciandos em Educação Física na Educação Infantil, destacando intervenções pedagógicas e desafios. Pesquisa qualitativa em Seropédica, usando a BNCC.

Abstract

Objetivou-se relatar intervenções pedagógicas de licenciandos em educação física na educação infantil. Trata-se de uma pesquisa qualitativa, de caráter descritivo, do tipo relato de experiência. Ocorreram cinco encontros com uma turma de educação infantil, em uma escola municipal de Seropédica, entre março e abril de 2022. Utilizou-se a Base Nacional Comum Curricular enquanto documento normativo para embasar a prática pedagógica. Foram oportunizadas experiências que contribuíram para a formação dos licenciandos, por meio de possibilidades pedagógicas e problemáticas que precisavam ser superadas. No contexto da experiência, a ausência de professor(a) de educação física para atuar nessa etapa foi considerada uma das problemáticas enfrentadas.Palavras-chave: Ludicidade; Instituições acadêmicas; Currículo.

Review

This manuscript presents a timely and relevant exploration of pedagogical experiences in physical education within early childhood education, specifically focusing on interventions carried out by undergraduate students. As a qualitative, descriptive experience report, it aims to document practical applications and challenges encountered during a series of five encounters in a municipal school. This approach offers a valuable window into the real-world application of theoretical knowledge, an essential aspect for the formation of future educators. The study's connection to the Base Nacional Comum Curricular (BNCC) provides a strong national curricular grounding, underscoring its relevance to current educational standards in Brazil. A significant strength of this work lies in its direct contribution to the professional development of physical education undergraduates. By providing a structured opportunity for intervention in early childhood, the report highlights how these experiences can foster practical pedagogical skills and problem-solving abilities, enriching their academic journey. The explicit identification of the absence of a dedicated physical education teacher in early childhood as a major "problemática" is a critical insight. This finding not only sheds light on a systemic challenge within the educational landscape but also implicitly advocates for greater recognition and allocation of resources for physical education in the early years. Furthermore, the report's keywords, particularly "Ludicidade" (playfulness), suggest an appropriate and child-centered approach to the interventions, which is crucial for this developmental stage. While the abstract effectively outlines the study's scope and initial findings, further depth in the full manuscript would significantly enhance its impact. For instance, a more detailed exposition of the "pedagogical possibilities" explored and specific "problemáticas" encountered, beyond just the absence of a teacher, would provide richer insights into the complexities of teaching in this context. Elaborating on *how* these challenges were overcome or *what specific learning* occurred for the students as a result of confronting these issues would strengthen the "formation" aspect of the paper. Additionally, while the focus is on the undergraduates, a brief discussion on the observed or perceived impact of these interventions on the children's development (e.g., motor skills, social interaction through play) could offer a more holistic perspective. Providing concrete examples of the activities and interactions would also greatly benefit readers seeking to understand or replicate similar pedagogical approaches.

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