PHYSICAL EDUCATION AS A FISSURE IN THE RIGIDITY OF ROUTINES: A CRITIQUE OF THE SCHOOLING OF EARLY CHILDHOOD EDUCATION

Abstract

This article problematizes the configuration of routines in Early Childhood Education (ECE) institutions that reduce them to bureaucratic and mechanical schedules, a process identified here as everyday "stiffness". Through a critical perspective, it analyzes how Physical Education (PE) can act as a "fissure" in this model, combating the early schooling (academicization) of the child's body. Based on the contributions of Maria Carmen Barbosa and Rosa Batista regarding routine as a pedagogical category, and on the perspectives of Léa Tiriba, Judit Falk, Tarcísio Mauro Vago, and Deborah Sayão concerning corporeity and movement, the study argues that PE must establish itself as a space-time for protagonism and autonomy. It concludes that by breaking institutional "walling-in" and respecting the child's motor initiative, Physical Education returns the infant and young child to their condition as a whole subject, subverting the logic of mere physical containment. The methodology consists of a qualitative bibliographic research with a critical-analytical approach.