Resumo

BERSCH, Ângela Adriane Schmidt  e  PISKE, Eliane Lima. Early Childhood Education teachers’ training: giving new meaning to teaching practices through psychocorporal proposals. Rev. Diálogo Educ. [online]. 2021, vol.21, n.70, pp.1147-1168.  Epub 20-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.070.ds07.

In this study, we aim to reflect on the teaching practice through psychocorporal proposals that involved the ludic and its interfaces. Teaching practices are those mediated by the teacher and, in their construct, there are intentionality, promoting learning with meaning and meanings. The research nature is qualitative and, for data analysis, we used Grounded Theory, together with the Atlas.Ti software. The applied pedagogical intervention techniques were Relational Psychomotricity and Gymnastics Tales. Thirty teachers of Early Childhood Education from the city of Rio Grande / RS participated in the formative meetings. The instruments that generated the data were: the trajectories observations that involve the psychocorporal activities, the narratives of the participants in the descriptive memorials and during the meetings, as well as images, footage and reports from the themes of the classes applied to the teachers' students. The categories that emerged in the data analysis were emotions and body, showing that the duet is involved in bodily communication, since we cannot separate emotion from the body, nor the body from emotion. The narratives that involved psychocorporal activities - meaning, playing, creating, acting, inventing, interacting with others and with the objects available - indicated that they are capable of promoting reflections on permanent training and a new meaning of teaching practice.

Palavras-chave : Teaching practice; Psychocorporal activities; Teacher training; Child education..

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