The implementation of the curriculum Childhood Education in Cambé-PR: the Physical Education proposal

Abstract

The aim of this article is to analyze the process of drawing up and implementing the Early Childhood Education Curriculum for the Municipal Public Education Network of Cambé-PR, with regard to the specificity of Physical Education as an area of knowledge, from the perspective of the Critical-Supervisory approach and its object of study, Body Culture.  The study was produced from a bibliographic and documentary review from a qualitative perspective. Completed in 2020, this School Curriculum is theoretically based on the critical-dialectical perspective, on the propositions of Lev Vygotsky's Historical-Cultural Psychology and Dermeval Saviani's Historical-Critical Pedagogy. The implementation of the School Curriculum was accompanied by a process of collective and collaborative production. The Physical Education teachers from the Municipal Education Network were invited to take part in the process, resulting in the involvement of nine teachers who met periodically to study and draw up the guiding document for the Physical Education curriculum. We conclude by arguing that the curricular organization of the Physical Education teacher's pedagogical work should consider humanization as a fundamental principle, planning practices with the intention of teaching and promoting the omnilateral development of children and also corroborating the pedagogical praxis of current teachers and those entering this municipal education network.