Significaciones imaginarias sobre corporeidad infantil maestras y maestros de primaria

Abstract

This research paper addresses the problem of children's corporeality in school, from the teaching experience in a public educational institution in which multiple situations are evident in the classroom and the different spaces, which directly affect the child's body, and which are the product of an instituted and institutionalized imaginary of the teachers who are in charge of the Primary grades, where this research is carried out. From this perspective, revealing the social imaginary meanings allows us to understand a particular school reality in order to interpret what happens in it, understand them and propose alternatives from the practices of the teachers themselves to transform them. The research was carried out from a qualitative methodology through the use of different research techniques such as classroom observation and interviews that yielded information that was analyzed, systematized and interpreted. Likewise, the research allowed us to identify four imaginary meanings present in the discourse and actions of primary school teachers, which are: the normalized and controlled body, the fragmented child body, the child's corporeality determining life experiences, and the body as a vehicle for learning.