Perceptions and meanings of movement of the children: A glance of primary teachers

Abstract

In Colombian schools, students who move around a lot, who find it difficult to follow the rules and who chatter too much are often called undisciplined. This study aimed to recognize the perceptions and meanings given to children's movement by elementary school teachers in a public educational institution in Medellín. As reflected in the conversations we shared with them, the way each teacher perceives and understands the movement of her students is steeped in her own life story. In schools, there are several factors that prevent movement from being positively understood, as a reflection of its relationship with autonomy and as a driver of children's cognitive and affective development, beyond certain disciplinary procedures.