Ser criança e viver a infância na escola de educação infantil à luz de Merleau-Ponty

Abstract

The purpose of this research is to understand how school activities are articulated and those of a playful nature, articulating the two dimensions of being in the teaching / learning process, considering the idea of being a child to have childhood as an expression of corporality. In the light of Merleau-Ponty's phenomenology, it is sought to understand how the school experiences of teaching, learning and knowledge construction by children are simultaneously articulated to the idea that they are also childhood beings involved in everyday school life, whose experiences of being in the world they confront or dialogue with those of pedagogical actions. The study developed from a phenomenological approach that highlights the process of describing the everyday life as a resource for the realization of an approximation of knowledge relative to a being in the world, which recognizes in the act of making the child an expression of its existence . Merleau-Ponty's "being-in-the-world" is a being in the world that is presented by the adult, but can only be apprehended from the child's own body that carries existences of corporality, otherness, linguistics, temporality, spatiality, guilt and worldliness. The research sought to know these existentials in the school context, so as to know how the school offers spaces for children to live their childhoods, what structural artifacts and recreational resources have and how the existential ones of being a child are present in daily life. In the two schools of early childhood education, locus of this research, it was verified being a child and living the childhood in different contexts and experiences; a school was more focused on the cognitive dimension, with few moments of pedagogical actions destined to play, but nevertheless, the children created their games in opportune moments and the other school was more present the respect for the existential of the child as being- world. With this, it is demonstrated that to think the child by the idea of its existential scopes allows the approximation of its world.