Leitura de corpo inteiro: Literatura e Educação Física como experiências de movimento e autonomia na Educação Infantil

Abstract

This study aimed to analyze the contributions of articulating literature and contemporary cross-curricular themes with physical education practices in early childhood education. An action research was conducted with 20 children aged 4 to 5 years old in a public school in Umuarama-PR, Brazil. Ten classes were implemented based on the books "The Skin I'm In", "The Bossy Little King", "Little Yellow Riding Hood", and "Kunumi Guarani", addressing the themes of racism and cultural diversity, articulated with physical practices such as capoeira, dances and songs of African and Indigenous matrix, cooperative games, and play activities. Data were collected through field diaries, drawings, and conversation circles. The results showed that students had little prior knowledge and limited experiences with children's literature. The use of literature articulated with physical practices significantly impacted student engagement in the classes. The fantasy and imagination present in the stories stimulated participation and creativity, promoting learning in motor, symbolic, affective, and social dimensions. Furthermore, the articulation enabled reflection on contemporary cross-curricular themes contextualized within the narratives and physical practices. The experience resulted in a didactic sequence as an educational resource to support physical education classes in early childhood education.