Construções das atividades psicomotoras na educação infantil: dilemas e perspectivas em sala de aula.

Abstract

The present monograph work has as a problematizing question: how do teachers in education understand the psychomotricity, experienced in the classroom, from activities, and how do they contribute to the integral development of the child? in the general objective we have: to analyze the contributions of psychomotor activities in Early Childhood Education, from the perspective of teachers. And the specific objectives: to reflect dilemmas highlighted by teachers when working psychomotor activities in the classroom: to discuss perspectives listed by teachers about the use of psychomotor activities carried out in the classroom, as drivers of the child's integral development. For the theoretical basis, we used literature from authors such as: Almeida (2006); Alves (2012); Fonseca (2012); Le Bouch (1982), among others. These others contributed to the understanding of psychomotricity from the perspective of the child's integral development and how teachers can use this practice in the classroom. In the methodology we have a qualitative research that was carried out with four teachers who work in early childhood education in municipal public schools in the city of Sousa/PB. We applied a questionnaire composed of objective and subjective questions to obtain a better knowledge of the teachers and their positions on the ethical topic under study. finally, we conclude that psychomotricity, when integrated into the pedagogical practice, helps in controlling the motor skills and in the child's integral development, enabling the teaching-learning process in a satisfactory way for teachers and students.