The discussions related to Corporeality and Early Childhood Education in Physical Education have been growing in recent years, thus contributing to the construction of pedagogical proposals that value corporeality. Early childhood education, the first stage of basic education, aims at the integral development of children. In this sense, the teaching and learning processes in the school should contribute to the development of students, leading them to reflect on their bodily possibilities and, with autonomy, exercise them in a socially and culturally meaningful and appropriate manner. Being the important movement for human development, in all aspects, biological, psychological, social, political and pedagogical, this research aimed to analyze how teachers who work in early childhood education in the municipality of Miracema understand and act on the development of education. corporeality in this phase of teaching in Physical Education classes. In this perspective, this study was developed in a field research and used the semi-structured interview as a data collection instrument. Given this, the results show that teachers recognize the importance of including Physical Education in early childhood education, allowing students greater contact with the various body practices in the school. Regarding aspects related to corporeality, the teachers, despite knowing the term, have little knowledge about the subject. Although they highlight the importance of using activities that value students' body culture, the actions are isolated and timid, which reveals that, in view of this, it requires preparation either in higher education courses or in the continuing education courses offered by teachers counties.
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