Um olhar sobre a concepção e prática dos professores acerca da psicomotricidade na educação infantil.

Abstract

This study aims to study the conception and practice of teachers about Psychomotricity in Early Childhood Education. The question that led to this study was: What conception and practice do the teachers have about Psychomotricity in Early Childhood Education? Therefore, the general objective was to analyze the conception and practice of teachers about Psychomotricity in Early Childhood Education. The methodological course of this study consisted of three steps: bibliographic survey, field research and data analysis. The research had a qualitative approach, in which the data collection took place from the observation and semi- structured interview. For the interpretation of the data, we took ownership of the content analysis, which allowed us to understand in a more totalising the data collected. The results showed that Psychomotricity contributes significantly to the children's educational process and that the pedagogical practice used by teachers has been based on methodological resources such as games and games. The data also pointed out that, although Psychomotricity is a little known science, it is considered by teachers as fundamental in the process of child psychomotor development, physical, mental, affective-emotional and socio-cultural aspects of children, and that movement is a means to expand certain forms of attention and perception.