THE BODY: CONSTRUCTION OF KNOWLEDGE IN CHILD EDUCATION

Abstract

Early childhood education today takes on a new look, seeking practical educational actions aimed at young children to fully stimulate child development. However, the emphasis on care rather than education still prevails, and when dealing with the infant body, children of this age have a lack of understanding of how the body relates to learning.
We examine this reality to understand the importance of building body image for children to build knowledge. Our goal is also to understand and analyze the theoretical concepts of experience and physical practice for early childhood education. To achieve the proposed objectives, we used bibliographic research as a method. The results suggest that these theorists' conceptions about the child's body influence children's daily practice.
For them, the child's body should experience free movement outside the classroom, in sports or in free play in the park that does not reflect educational behavior. The search for bodily silence, postures of rigid lines, etc., dominate body movements in the classroom. Physical stimulation in the room is produced with both hands and is intended for good tracking. Body image, as a space for the construction of knowledge, is a space for understanding oneself and the world, and is not recognized by educators.

The authors!