A educação psicomotora como caminho para crianças com desenvolvimento típico e atípico: conhecimentos e práticas de professores na educação infantil

Abstract

The present dissertation sought to investigate what are the knowledge that early childhood education teachers have about psychomotor education and how they include such knowledge in their pedagogical practice in working with children who have typical and atypical development. Based on studies that deal with the importance of psychomotor education in the psychomotor development of children, the general objective was: to analyze if, and how, teachers of Early Childhood Education (classroom and teachers who work in the Educational Service Specialized - ESS) have used Psychomotor Education as a tool that contributes to the rise of children with typical and atypical development (in this work, children with ASD are considered). As specific objectives, we intend to analyze the knowledge that early childhood education teachers have about the contributions of psychomotor education for children with typical and atypical development. We also sought to investigate whether these professionals include in their teaching practice the knowledge of psychomotor education in working with children with typical and atypical development. As a third specific objective, we sought to identify whether (classroom) teachers and/or ESS include activities aimed at children with ASD in activities that promote psychomotor development. Finally, we also aimed to identify the possible activities that promote the psychomotor development that teachers (classroom) and/or ESS use in the pedagogical work and inclusion of children with ASD. This study used as a tool for data collection, semi-structured questionnaires, carried out online with forty teachers of early childhood education. In this sense, it was possible to observe that psychomotricity, although known by most early childhood education teachers, is not used in an explicit and planned way by them, showing the gaps in the initial and continuing training of licensed teachers. As well as the uncertainties and doubts brought by teachers about the practice of psychomotor education and its contribution in classrooms, especially for children with ASD, demonstrate the flaws involved in the construction of the curriculum responsible for the formation of higher education courses. , highlighting the need for a broader view of this theme, including inclusion. Thus, we understand as essential that education on psychomotricity can support specific interventions that address the issue of psychomotor education at school, through a critical perspective, which considers man in his cognitive, affective and organic aspects.