Possilities and impossibilities of dialogues between physical education and early chilhood education

The objective of this study is to carry out a critical analysis of the relationship between school Physical Education and Early Childhood Education, problematizing the process of training teachers in this area. The focus is on identifying approaches, pedagogical practices and challenges related to promoting the integrality of children in this context. The study is characterized as a narrative review of the literature on school Physical Education, Early Childhood Education and the training of Physical Education teachers. The approach is qualitative and exploratory. The literature review revealed a predominance of Physical Education teachers who do not see themselves as pedagogically prepared, highlighting the need to update university curricula. The lack of specific content for Early Childhood Education was highlighted as a worrying issue. The supervised internship at this stage of schooling is considered fundamental, despite reports of students' difficulties in dealing with practical aspects of teaching. Some studies highlight the importance of adequately preparing teachers to work throughout Basic Education, emphasizing the need for a more detailed analysis of university curricula to guarantee quality training.