Corporeidad en educación infantil: visión crítica de su (in)visibilización en contextos sobreescolarizados

Abstract

The aim of this qualitative research is to analyse the perceptions expressed by a group of experts, and their relationship with the pedagogical proposals made in early childhood education classrooms, regarding the processes of over-schooling and its link with the (in)visibility of the body in the different learning experiences. Interviews were conducted with experts in the area of study and early childhood educators were observed in two educational realities in the city of Viña del Mar, Chile. The analysis of the information was carried out following the guidelines of fragmentation and articulation proposed by grounded theory. The findings reveal the presence of over-schooled pedagogical practices in childhood; educational practices that make the body invisible in the different learning processes, giving privilege to cognitive aspects over other dimensions of the person.