Corporeidad, motricidad y propuestas pedagógico-prácticas infantil en aulas de educación

Translated title of the contribution: Corporality and motricity in early childhood classrooms: The relationship between discourse and praxis

RODRIGO ALBERTO GAMBOA JIMENEZ, Milenka Noemí Bernal-Leiva, Macarena Paz Gómez-Garay, María José Gutiérrez-Isla, Catalina Belén Monreal-Cortés, Valentina Verónica Muñoz-Guzmán

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

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.

Translated title of the contributionCorporality and motricity in early childhood classrooms: The relationship between discourse and praxis
Original languageSpanish
Pages (from-to)1-22
Number of pages22
JournalRevista Latinoamericana de Ciencias Sociales, Ninez y Juventud
Volume18
Issue number1
DOIs
StatePublished - 2020
Externally publishedYes

Fingerprint Dive into the research topics of 'Corporality and motricity in early childhood classrooms: The relationship between discourse and praxis'. Together they form a unique fingerprint.

Cite this