Corporality and motricity in early childhood classrooms: The relationship between discourse and praxis
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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.