The purpose of this study was to investigate the manifestation of corporeality in the pedagogical practices of nursery school teachers in the activity room with the children of public and private schools in Santarém - Pará. A methodological line of descriptive character and field was developed, with an approach Qualitative. We used the techniques of research of non-participant observation and semi-structured interview with 08 teachers, who work with preschool in early childhood education. The data were analyzed using the Content Analysis feature (BARDIN, 1979). The research found that: Pedagogical practices are usually performed in an individual, fast and fragmented way, with few possibilities of creation that allow children to experience bodily manifestations, among them: most of the teachers do not know the subject matter, probably because they did not have access to such discussions during academic training; As a rule, the greatest difficulties pointed out by the teachers are related to the lack of materials, time and space, pedagogical training, the requirement of parents and the institution so that children learn to read and write early. The results allow us to conclude that the pedagogical practices of the seven participants of this research are not based on the discussions of this study, thus reflecting the accomplishment of existing, formulated and reproduced pedagogical practices. In this way, it was concluded that the body was manifested only in the pedagogical practice of 01 teacher, since the activities developed by this professional are based on the promotion of experiences with other beings, with objects and with the world, fostering imagination, creativity, sensitivity, cooperation and the integral development of the child. Therefore, this research sought to emphasize that corporeality should be understood as the first focus for an integral, reflexive and participative education of the human being. Therefore, it is incumbent upon early childhood professionals to recognize that pedagogical practices need to be re-signified and recreated by looking at corporeity, based on the commitment to the training of children. In this sense, the continuous formation becomes effectively necessary for this professional to seek to perfect his teaching activity.
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