A contribuição da educação psicomotora na educação básica (anos iniciais): a interferência positiva no processo de aprendizagem

Abstract

Education, and the earlier psychomotor activities are introduced in the school environment, the greater the cognitive, affective, and motor benefits, which consequently favor the teaching-learning process and contribute to the development of the individual. This work presents a critique highlighting that Psychomotor Education addresses the real demands of the body—not only as a physical entity but as a body loaded with history, emotions, social, cognitive, and political dimensions—thus promoting education through movement rather than merely education of movement. The action research was conducted in three stages at two municipal schools in the state of Rio de Janeiro, involving two classes with children aged six to eight years, to demonstrate the importance and potential of the body in Basic Education related to literacy practices and psychomotor activities. Theoretical references indicated that contextualized movements, interconnected with playful activities, are highly beneficial in solving problems through goal setting, strategy formulation, and the exploration of different stimuli. The study emphasizes the indispensable role of integrating psychomotor practice with theory, valuing movement as a pedagogical tool, and highlights the importance of continuous teacher training to develop strategies and activities that support students in their psychomotor strengths and weaknesses. Based on these findings, the study aims to demonstrate to readers the key role of Psychomotor Education and playfulness in successful reading and writing practices within the literacy process, fostering the development of children in the early years of Basic Education.