Psicomotricidade na educação infantil: análise dos planejamentos pedagógicos e das resistências docentes

Abstract

Throughout our study on psychomotricity—and its significance, particularly during early childhood—we observed a degree of resistance among educators toward incorporating children’s natural movements into their lessons. This trend appears linked to the premature formal schooling of young children in the southwestern region of Paraná, specifically in the city of Realeza, where this study was conducted. This paper presents an analysis of psychomotricity in early childhood education, examining pedagogical planning and the resistance encountered among teachers. It highlights the importance of psychomotor experiences in early childhood, while also addressing the challenges of integrating playful, dynamic, and movement-based activities with academic content—an approach that helps avoid the static, highly directive, and overly formal instructional methods that lead to the premature "schooling" of young children. The research employed a quantitative documentary analysis of pedagogical plans from a preschool class (for children approximately four years old) at an early childhood education institution in Realeza. Based on the data gathered, we reflect on the contrast between more traditional teaching methods and those that incorporate movement, exploring how the latter can support students' cognitive, physical, and socio-emotional development—most notably by fostering autonomy in young children.