Docência em Educação Infantil: diálogo entre filosofia da infância e psicomotricidade relacional

Abstract

Early childhood education, as well as teaching in this educational stage, still faces challenges in its identity. In the face of discussions about rights, curricula, practices, assessments, among others, we seek to adequately serve children. Several concerns permeate our imaginary and nourish reflections outlined in this article, which propose to debate these issues, in a reflexive and critical way, in light of so many possibilities of discussion about teaching in early childhood education. From the various theoretical lenses from which the subject can be approached, we prioritize, in this study, the Philosophy of Childhood and Relational Psychomotricity: different but similar views in the conceptions of children and childhoods. These approaches offer substantial contributions to the discussion at hand, favoring a construction of teaching in early childhood education that fosters practices committed to childhood.