PRÁTICAS PSICOMOTORAS E ATIVIDADES PARA MEDIAR O FAZER DOCENTE NOS CICLOS INICIAIS DA EDUCAÇÃO BÁSICA

Abstract

Psychomotor skills are a fundamental element for the integral development of children; however, their implementation in the school environment faces obstacles related to teacher training and the lack of support resources. This dissertation addresses this issue through three complementary research studies that support the development of an educational product. The initial research consisted of a literature review in databases of Postgraduate Programs, with a time frame from 2019 to 2024, in order to identify educational products related to psychomotor skills. The results showed a significant scarcity, since, among the 366 products examined, only four met the inclusion criteria, and even these presented both conceptual and practical flaws. The second study analyzed teachers' knowledge on the subject, adopting a quantitative qualitative approach, through the application of an online questionnaire to 127 teachers. The data revealed a divergence between theoretical training and practice: although 41.7% of teachers had been exposed to the topic during their undergraduate studies, only 10.2% were able to correctly identify a child's drawing without motor control, and only 44.9% correctly answered a question about spatial organization, highlighting the difficulty in applying knowledge in daily practice. The third study, characterized as quantitative-qualitative and descriptive, evaluated the effects of psychomotor activities in five- and six-year-old children, comparing an experimental group with a control group. The results showed that the children involved in the intervention achieved significant progress in motor coordination, laterality, body schema perception, and spatial and temporal organization, as well as improvements in socio-affective behavior, such as increased cooperation and decreased aggression. The convergence of these findings with the scarcity of resources, the gap in teachers' knowledge, and the beneficial effect of systematic interventions justified the creation of a book containing psychomotor activities as an educational product of this dissertation. The book aims to translate theoretical knowledge into applicable actions, serving as a resource to improve the teaching practice of early childhood and primary school teachers, as well as promoting the overall development of students.