Corporality and motricity in early childhood classrooms: The relationship between discourse and praxis
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Archivos
Fecha
2020
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Revista Latinoamericana de Ciencias Sociales
Nombre de Curso
Licencia CC
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
Licencia CC
Resumen
This qualitative study analyzes the relationship between discourse and practical pedagogical proposals that cover corporality and its motor expression in early childhood classrooms. For the information gathering process, interviews and field observations were conducted with a group of Early Childhood Educators who work in three educational contexts in the city of Viña del Mar, Chile. The information was analyzed using an interpretative inductive logic following fragmentation articulation guidelines of Grounded Theory. The findings reveal tensions between discourses that value corporality and its motor expression in early ages, and what is happening in the realities of children's classrooms, which are corporal practices based on a traditional, technocratic and functional vision of Physical Education.
Notas
Indexación: Scopus.
Palabras clave
Childhood, Early childhood education, Pedagogical practices, Physical education
Citación
Revista Latinoamericana de Ciencias Sociales, Ninez y Juventud, Volume 18, Issue 1, Pages 1 - 22, 2020
DOI
DOI: 10.11600/1692715x.18101