Quietas e caladas: as atividades de movimento com as crianças na Educação Infantil Quiet and silent: the movement activities with children in childhood education

dc.creator	Dijnane Fernanda Vedovatto Iza
dc.creator	Maria Aparecida Mello
dc.date	2009-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:13Z
dc.date.available	2015-07-20T22:13:13Z
dc.identifier	10.1590/S0102-46982009000200013
dc.identifier	0102-4698
dc.identifier	1982-6621
dc.identifier	https://doaj.org/article/d72347a0f4b244eb848b0ceb935f1c29
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15854
dc.description	Este artigo discute as atividades de Movimento nas rotinas diárias de professoras de Educação Infantil, sob a perspectiva da teoria Histórico-Cultural de Vigotski, cuja concepção de desenvolvimento infantil prioriza a cultura e a atividade mediada de professores, como determinantes nas aprendizagens e no desenvolvimento infantis. As atividades de Movimento vão além do desenvolvimento motor, relacionando-se com resolução de problemas, questionamentos, criatividade, memória, atenção, abstração, etc. As professoras da creche investigada têm experiência de trabalho com as crianças, mas falta-lhes o conhecimento de como trabalhar atividades educativas com Movimento e, portanto, priorizam a manutenção das crianças em situação de Não-Movimento. Tais práticas de manter as crianças quietas e caladas revelam as concepções de criança e movimento das professoras, indicando a urgência de reformulação dos processos e cursos de formação inicial e continuada de professoras de Educação Infantil.<br>This article discusses the movement activities in everyday routines of the Basic Education teachers, under the perspective of Vigotski´s' Historical-Cultural Theory, whose conception about childish development has a focus on the culture and teachers' mediated activities, as a determination for the childish learning and development. The Movement activities transcend the motor development. It is related to problems resolution, questions, creativity, memory, attention, abstraction, and so on. The Basic Education teachers investigated have experience on working with children, but they don't have knowledge about how to work with movement activities in the educational perspective and thus, they keep the children in a situation of non-movement. Those practices about how to maintain the children quiet and silent show the teachers' conceptions about child and movement, indicating the urgency of a reformulation on the initial and continual processes and courses of the Basic Education teachers.
dc.language	Portuguese
dc.publisher	Faculdade de Educação da Universidade Federal de Minas Gerais
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-46982009000200013
dc.relation	https://doaj.org/toc/0102-4698
dc.relation	https://doaj.org/toc/1982-6621
dc.rights	CC BY-NC
dc.source	Educação em Revista, Vol 25, Iss 2, Pp 283-302 (2009)
dc.subject	Atividades de Movimento
dc.subject	Educação Infantil
dc.subject	Teoria Histórico-Cultural
dc.subject	Movement Activities
dc.subject	Early Childhood Education
dc.subject	Historical-Cultural Theory
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Quietas e caladas: as atividades de movimento com as crianças na Educação Infantil Quiet and silent: the movement activities with children in childhood education
dc.type	article