Letramento Corporal na Educação Infantil: uma Revisão Sistemática
Bibliographic record
Abstract
O Letramento Corporal (LC) busca a construção de uma vida mais ativa e saudável. Assim, o LC torna-se um ponto-chave para o desenvolvimento de experiências de conhecimento, movimento e de atividade física. O estudo objetivou analisar, através de revisão sistemática, como o LC está sendo promovido na Educação Infantil. Utilizou-se as seguintes bases de dados: Periódico CAPES/MEC, Pubmed e Medline. Com os critérios de inclusão e exclusão adotados, 05 artigos contemplaram os requisitos para a pesquisa. Para a análise dos estudos, aplicou-se a técnica da Análise de Conteúdo. Os estudos revelam que o LC está sendo promovido na Educação Infantil sob dois sentidos: o primeiro viés descreve a realidade, traçando uma análise de características referente ao LC, identificadas nas crianças. O segundo possui um viés de intervenção, realizando uma análise do contexto, procurando intervir no mesmo, executando ações para o desenvolvimento do LC. Em relação aos países onde foram realizados os estudos destaca-se: China, Indonésia, Canadá e Austrália. Constatou-se que: O incentivo a atividade física ao longo da vida e o tipo de atividade realizada pode auxiliar o desenvolvimento do LC; Ao analisar a ferramenta Pré-PLAy como medida de LC em crianças, percebeu-se a necessidade de alguns ajustes no instrumento; Intervenções praticadas com foco em brincadeiras e habilidades motoras, mostram-se favoráveis ao desenvolvimento do LC; Os domínios abordados nos estudos relacionados ao LC, referem-se ao de “Competência Física” com prevalência, seguido de “Motivação e Confiança”, e de menos ênfase o domínio de “Conhecimento e Compreensão”. Palavras-chave: Corporeidade, Escola Infantil, Criança, Professor. Abstract Physical Literacy (PL) seeks to build a more active and healthy life. Thus, PL becomes a key point for the development of knowledge, movement and physical activity experiences. The study aimed to analyze, through a systematic review, how PL is being promoted in Early Childhood Education. The following databases were used: Periodical CAPES/MEC, Pubmed and Medline. With the inclusion and exclusion criteria adopted, 05 articles met the requirements for the research. To analyze the studies, the Content Analysis technique was applied. The studies reveal that PL is being promoted in Early Childhood Education in two ways: the first perspective describes reality, outlining an analysis of characteristics related to PL, identified in children. The second has an intervention bias, carrying out an analysis of the context, seeking to intervene in it, carrying out actions for the development of the PL. In relation to the countries where the studies were carried out, the following stand out: China, Indonesia, Canada and Australia. It was found that: Encouraging physical activity throughout life and the type of activity performed can help the development of PL; When analyzing the Pre-PLAy tool as a measure of PL in children, it was noticed the need for some adjustments to the instrument; Interventions practiced with a focus on games and motor skills are favorable to the development of PL; The domains covered in studies related to PL refer to “Physical Competence” with prevalence, followed by “Motivation and Confidence”, and with less emphasis on the domain of “Knowledge and Understanding”. Keywords: Corporeality, Kindergarten, Child, Teacher
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.010 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.020 | 0.005 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".