Base Nacional Curricular Comum e o trato com os conhecimentos da cultura corporal na educação infantil: contribuições a partir da unidade teórico - metodológica entre a pedagogia histórico - critica, a psicologia histórico - cultural e a abordagem critico - superadora

Abstract

This dissertation aims to systematize the theoretical-methodological contributions proposed by recent scientific production that deal with the organization of teaching Physical Education in Early Childhood Education, based on the theoreticalmethodological unity between historical-critical pedagogy, historical-cultural psychology and the critical-overcoming approach, to demonstrate, on the one hand, the relegation of teaching in this first stage of education resulting from the BNCC and, on the other, the important contributions that the Physical Education curricular component can offer through the teaching of body culture, in Child education. Our object of study, therefore, is the theoretical-methodological possibilities of developing the dealing with the knowledge of Body Culture, in Early Childhood Education, beyond the BNCC proposal. In this sense, we use historical-dialectical materialism as an explanatory basis, based on the categories: Contradiction - Content and Form. Our empirical sources are works that take historical-cultural theory as a theoreticalmethodological reference; and Theses and Dissertations produced in the LEPEL-BA group, which specifically dealt with our object of study. In order to contribute to the theoretical-methodological debate on the teaching of body culture in Early Childhood Education, overcoming the limits placed by the BNCC and instrumentalizing the teacher in their concrete reality, it was also necessary to bring together the advances systematized by productions that are based on the Critical-Overcoming Approach. As a result, we point out that the conceptual and methodological system arising from the theoretical-methodological unity between historical-critical pedagogy, historicalcultural psychology and the critical-overcoming approach allow us to advance in a type of Physical Education teaching organization, in Education Childish, counterhegemonic, because this unit proposes curricular-pedagogical-didactic guidelines that surpass by incorporating the BNCC curricular guidelines, both in the conception of development and childhood, and in dealing with knowledge of body culture, as its contents take the historical meanings (social signs), teaching for the development of psychic functions, aiming at the child's becoming, with learning actions that organize information from the objective world. Therefore, we conclude that the physical education teacher's planning must be based on knowledge of the periodization of development, the foundations of the Historical-Critical Education Theory and the Overcoming Critical Approach which, in turn, defends the teaching of physical education content. Body Culture based on activity theory, which considers the appropriation of knowledge by students from a young age.