MOVEMENT AND SPACE: RELATIONSHIPS BETWEEN MOTOR DEVELOPMENT AND ACCESSIBILITY IN RIVERSIDE SCHOOLS

Abstract

Riverside communities in the Amazon face unique challenges that directly affect the provision and quality of education, including the precariousness of school infrastructure and environmental conditions that influence children's daily lives. This article aimed to analyze, based on the existing scientific literature, the relationships between children's motor development and architectural accessibility in riverside schools, seeking to understand how physical space can favor or limit the promotion of motor skills and educational inclusion. To this end, a review of national studies addressing riverside education, motor development, and accessibility was conducted, systematizing available theoretical evidence. The results showed that, although separate research exists on the motor development of riverside children and on the infrastructure and accessibility conditions of Amazonian schools, no studies were found that directly connect these two themes. This gap highlights the lack of analyses that simultaneously consider how school space influences motor development and inclusion. It is therefore concluded that this lack of integrated studies reinforces the need for future research capable of connecting the two axes, offering more consistent support for accessibility policies that also promote children's motor development in riverside contexts.