Artes marciais na educação infantil: a apropriação de conceitos em um projeto de intervenção de kung fu

Abstract

The objective of this work was to verify the appropriations of concepts arising from the project “Potentialities and possibilities of martial arts in Early Childhood Education: playing with Kung Fu”, through the mediation of the teacher, which was carried out in a class of 1st (first) period of Child Education, from a public school in Pilar-AL, composed of nine children, aged between four and six years. The following were used to record the interventions: a field diary and a recorder, with transcriptions made shortly after the end of the interventions. For the analysis and discussion, a microgenetic method proposed by Vigotski (2009) was used to understand the conceptual development through interactions in Early Childhood Education, based on the processes pointed out by Saravy and Schroeder (2009): observation of the evolution of interactive regulations that establish between the children and the teacher with attention to aspects related to affectivity and language; observation of how the processes of carrying out the tasks evolve; observation of how both aspects coordinate and condition each other; and the emergence of concepts and their meanings. The speeches pointed to a sociohistorical construction of concepts, obtained through educational processes, following the path of Spontaneous Concepts for Scientific concepts, observing the spontaneous concepts of "Saturday", "bird", "cricket" and "tiger", in addition to the construction of the scientific concepts of "Kung Fu", "heron", "praying mantis" and "tiger" in Kung Fu. Thus, the study made it possible to understand the logical movement of the interactions that occurred, the formation of spontaneous scientific concepts and the connections of these concepts mediated by the teacher in educational processes and their constructive processes in a dialectic, social and historical dynamic, as well as understanding the concepts as generalizations, thus, perceiving the concepts as cultural instruments that direct the subjects in their relations with others.