Relações com os saberes das crianças: experiências poéticas da corporeidade

Abstract

This article aimed to understand how children of the 1st and 3rd grades of elementary school relate to the knowledge of the games and handball, respectively themed in Physical Education classes, through oral, written and iconographic narratives; analyze what mobilizes them to want learning a certain knowledge; and verify the limits of these relationships. Through the theoretical and methodological perspective of the relations with knowledge by Charlot (2000) and the field of narrative and autobiographical research, it was possible to understand that, when narrating about their experiences, the children presented some clues about the importance of the relations with the other as a mobilizer of the desire to learn a knowledge. Their poetic relationships of corporeality emerge from their interpretations and re-significations of the epistemic knowledge, revealing the construction of an identity relationship with knowledge.