| Summary: | This study focuses on teaching contexts in Brazilian Early Childhood Education, in particular, on issues related to the body, movement and PE. It aims to know aspects of the pedagogical work with the theme body, gestures and movements from the perspective of PE teachers in. Data production starts from analysis of national, state and municipal document regulations for the Early Childhood Education and from semi-structured interviews carried out with four teachers in the area in different institutions of Early Childhood Education. The results indicate that teachers believe in the relevance of dealing with the theme in childhood by contributing to the biopsychosocial development of children, as well as to training in their present and future lives. However, they express little knowledge arising from the curricular proposals in interface with PE. The study concluded that the understandings about the body, gestures and movements are still incipient in the teachers' pedagogical practice.
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