As contribuições da educação psicomotora reflexiva para as crianças com dificuldade de aprendizagem

Abstract

In this survey, some notions on the concepts of psychomotor education, psychomotor functions, and children’s development are show and described by means of its constitutive elements, to wit, co-ordination, bodily framework, lateral control development, spatial structuring and temporal acknowledgement, as well as visual and aural discrimination, taking all along into consideration the fact that every child presents from birth a potential for development but that such a potencial will not depend on organic maturation alone, but also upon its interaction qith other human beings and the environment into which aforementioned children are inserted. It is within same interaction that children set up their bodily self-image as an embasament for their motor development and all sorts os further learning. Within this context, the herein enclosed paper builds upon reflexions on how movement and psychomotor education as rendered by reflexive practices can act over the learning process incidences thoughout the identification of suchs movements’ relevance upon the lives of children, as well as approaches such subjects as development, learning, and psychomotor education. The methodology employed was that of a bibliographical survey, a method that aims to undertand such theoretical information that can be found on problem situations, because children are an extremely hard study target and when we are focusing upon some variables of their symbolic learning we are facing a research field whose conceptual boundaries are still unperfectly established and a similar phenonomen happens, pearchance with even greater indefinition, when we are intent into studyng such variables as presented by the acquisition of motor skill, a set of praxes often mistaken and mixed up with psychomotricity itself.