The present work deals with a research carried out in rural schools in the municipality of Castanhal- Pará, with Physical Education teachers who work in Early Childhood Education. The research highlights the perceptions of childhood, body and movement
in educational practices that include the integration of knowledge in children's bodily experiences. The aim of this study is to analyze how Physical Education teachers perceive their teaching practices about the body and movement in Early Childhood Education, as well as to understand if the knowledge and knowledge of pedagogical practices are contextualized for meaningful learning. The work presents reflections on essential aspects of Childhood, teaching practices and child corporeality, as well as some notes on legal frameworks for Early Childhood Education in the Brazilian context, delving into the specifics of practices on the body and movement of children in Education Children of the schools which the research took place. This is a qualitative research, developed through descriptive document analysis, with interviews applied to
teachers, examined by the content analysis technique with the support of the ATLAS software. ti version 9. The results of the investigation showed that the teaching practices developed by the subjects participating in the research were guided by considering the realities of the subjects, recognition of their knowledge and valuing of child corporeality in bodily experiences. From this perspective, it is stated that teaching practices about the body and movement should be rich, creative, meaningful, in order to value the child as a subject who feels, thinks and acts according to their
corporeality. The research inspired the elaboration of a pedagogical notebook with suggestions for dynamics and games based on the conceptions of childhood presented here and which will serve to collaborate with the teachers' actions.
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