Corpo em movimento: experiências sensoriais na educação infantil

Abstract

This article aims to analyze, from a theoretical perspective, how sensory and bodily experiences contribute to the integral development of children in Early Childhood Education, favoring meaningful learning mediated by movement and aimed at building autonomy, creativity, and socialization in daily school life. The methodology adopted consists of qualitative bibliographic research, whose purpose is to identify and systematize theoretical references and already consolidated evidence, enabling reflections on pedagogical practices and the challenges for the effective implementation of a comprehensive, meaningful, and humanized Early Childhood Education. The study is based on the analysis of official documents from the Ministry of Education, such as the National Common Curricular Base (BNCC, 2017) and the National Quality Parameters for Early Childhood Education (PNQEI, 2024), as well as academic productions that recognize the body as a language and means of interaction with the world, highlighting its importance in the integral formation of the child. By understanding the body and movement as central elements in the process of knowledge construction and social relations, the results highlight a pedagogical approach that respects children's unique characteristics and promotes meaningful experiences, enhanced by educational games, rhythms, play, physical activities, cultural dynamics, and methodologies appropriate to teacher training. It is concluded that sensory experiences favor children's immersion in different languages and forms of verbal, gestural, artistic, dramatic, and musical expression. Therefore, this study contributes to teacher training by supporting more sensitive and inclusive educational practices, aligned with the needs and potential of childhood, in an educational context that values listening, play, touch, rhythm, and space.