The body culture and mediation of the Physical Education teacher in Early Childhood Education

Abstract

The aim of this study is to discuss the relevance of the Physical Education teacher for the young child's learning in Early Childhood Education. Through Body Culture activities (such as games, sports, gymnastics, fights etc.), this professional contributes to the integral development of the child by prioritizing the relationships between body, nature, and culture, overcoming biological concepts, such as physical fitness, motor learning, and motor development. The methodology was a bibliographic research, based on the Cultural-Historical Theory, the Historical-Critical Pedagogy, and the Critical-Superior approach, based on the historical and dialectical materialism in defense of teaching and humanization through planned, systematized teaching mediated by the teacher. The aim is to seek elements to advance and understand the relationship of pedagogical praxis and Physical Education learning of young children. Through this study, it was possible to infer the importance of the specialist teacher in the act of planning his or her pedagogical actions, effecting the socialization of scientific knowledge of this discipline in Early Childhood Education.