Children's protagonism in pedagogical practices of physical education with theater, play and story telling in childhood education

Abstract

This article presents children's protagonism as an object of study, manifested by the cultural productions of children in the pedagogical mediations of Physical Education. It aims to share experiences of pedagogical practices with theater, play and storytelling, developed in Early Childhood Education, resulting from Action-Research anchored in the Sociology of Childhood. With data from the participant action, recorded through narratives, photos and a field diary, the children's questions, interactions between peers and approaches to theater, storytelling and play are highlighted as potential resources. for the appreciation and recognition of children's protagonism. As a result, it is concluded that the child's protagonism, when stimulated by a pedagogical project mediated by a professional who recognizes the body as the child's main language, has repercussions in actions that go beyond the space/time of Physical Education and favors curricular articulation in educational dynamics.