Representações sociais sobre a educação física na educação infantil

Abstract

This study aims to identify and discuss the social representations that teachers of a Centro Municipal de Educação Infantil in Vitória/ES have about physical education. It also examines the extent to which these representations are closer or more distant from the Preschool Curriculum Guidelines of the municipality. Data were produced by participant observation and semi structured interviews. What stands out are the representations that conceive physical education as a rest moment to regent teachers and as an auxiliary subject to meet the school demands. Furthermore, the physical education devaluation and the adoption of a sport-oriented model of intervention indicate differences with what is proposed by Curricular Municipal Guidelines.