CORPOREIDADE INFANTIL: QUANDO O CORPO-CRIANÇA É TRANSFORMADO NO CORPO-ALUNO

Abstract

In the last decades, the universe of children, as well as that of students, has been studied by different areas of knowledge and with different approaches, offering a rich overview of the category of childhood and children's specificities, especially their education. The investigation is part of the discussions of the Group of Studies and Research in Early Childhood Education - GEPEDIN / CNPq / UNICENTRO and is linked to the line of research Education, Culture and Diversity and sought to problematize the corporal experiences of children aged 4 and 5 years in two different municipal schools in the city of Guarapuava / PR. As specific objectives we seek to understand childhood and early childhood education as times of experiencing rich experiences of being a child; reflect on the body, its modes of control and discipline in educational institutions; observe and problematize how the bodily experiences lived by the children of two preschool classes. Reflections on an infantile corporeality were based on the Foucaultian perspective which we deem appropriate to direct a critical look at educational phenomena that affect it in children and their bodies. Methodologically, we made observations, with field diary records, in two preschool classes from two public institutions in the city of Guarapuava / PR. We start from the consideration of the child as a subject of rights and a producer of culture being that the socio-political and pedagogical function of Early Childhood Education impels the need to offer experiences that promote interactions and games. In the sequence, we discuss the conceptions of the body and corporeality as involved in power relations that seek to discipline, control and format children's subjects, especially in educational institutions. Access to data that allowed us to recognize that it is through the routinization of practices, spatial limitations and verbal evocations of teachers that corporal disciplines are intensified, with ample space for repetitions which reinforce

behaviors and act in the removal of the body- child and the conformation of the student- body.The government initially carried out from the orientations of an outside subject

proved to be effective and in a short time the children no longer needed the adult figure, as they internalized the experience of a contained, adapted body. The institutional context, through norms, music, routines and a daily life permeated by power relations, imposes visible and invisible forces on the bodies of children. The playing, when observed, is part of the classroom context, the external spaces are little explored and interactions are limited. Faced with a context that makes us brutalized and dehumanizes, we signal the Dance, for being an expressive language, can represent a practice that faces akinesia and contributes to a healthy experience of corporeality, that is, a way of resisting the plastering of bodies and walking for release.