Teacher action: the place of corporeality, motor skills and jogging

Our aim was to analyze the actions of teachers in the first year of elementary school, looking at the place of corporeality, motor skills and games. A bibliographical survey was carried out, bringing to light various reference authors in the area of child development, corporeality, motricity, games, toys and play. After completing the studies, observations were made of the actions of three teachers from a state public school and three teachers from a private school during six meetings with each subject, totaling 36 meetings of approximately two hours each. In order to achieve the desired objective, a qualitative research approach was chosen, based on the analysis of situated phenomena. After reflecting on the phenomenon, we came up with a nomothetic matrix with twelve individual units of meaning, containing major points of convergence, signaling a pattern of actions which, in the construction of the results, determined some points of attention.In the conclusion, based on the perspectival interpretation of the phenomenon, we highlighted some points of anxiety and raised points of alert for teachers at this stage of schooling.