IS RELATIONAL PSYCHOMOTRICITY FAMILIAR TO YOU? INVESTIGATING RP IN EVERYDAY EARLY CHILDREN'S EDUCATION IN PUBLIC SCHOOLS

Abstract

Faced with the various post-twentieth-century civilizational dilemmas such as the energy crisis, economic crisis and behavioral crisis, among others, which have been rapidly affecting the formats of human relations and which generate a greater need for people's socio-emotional health care, the school they must take a stand, seeking to understand their own identity so that they can invest in the development of their peers' socio-emotional skills. Researchers have been reporting that “Relational Psychomotricity” at school can promote affective-emotional communication, which is essential for gaining knowledge and well-being. To better understand the theme “Relational Psychomotricity” (RP) and to find out if the school where she works makes use of this pedagogical tool, the author of the present work developed a study, initially leveraging the following questions: What is the concept and genesis of “ Relational Psychomotricity”? Does the school where I work use RP? Are managers, teachers aware of this subject or do they practice PR through common sense? In an attempt to answer these pertinent questions, the researcher for the present work selected relevant references such as: Emmi Pikler and her approach to child development; psychomotricity in Winnicotti; José Leopoldo Vieira, André Lapierre, Isabel Bellaguarda Batista and their studies on PR. The main objective was to communicate concepts and aspects of psychomotricity, in addition to creating discussions about the influence of relational motor skills in the socio-emotional and cognitive context of the teacher-student relationship based on the perceptions obtained in the field research. The following specific objectives were outlined: Investigate the knowledge of the interviewed teachers on the theme “relational psychomotricity”; verify whether or not there are actions to promote the integral development of children, involving aspects: cognitive, social, psycho-affective and psychomotor in the work of teachers. In order to have access to the opinions of other teachers on the aforementioned theme, the author of the present work developed and carried out a field research with a sample of teachers from the school network, in the city of Fortaleza, Ceará, Brazil. The research instrument used was Google Forms. The present study identifies itself as an action-research of a quali-quantitative nature. The data were treated statistically in the Excel program. The results revealed that the teachers consider the perspective of the relational psychomotor approach an important pedagogical strategy in the context of the challenges that modern society imposes on children and young people, fundamentally in the context of inclusion; RP, if included in the school routine as a complementary activity to the pedagogical work that makes use of affectivity and playfulness, serves the development of the student's social and emotional skills; relational psychomotricity is a tool that can improve not only the student's quality of life, but also that of the teacher. Finally, the teachers communicated through their answers the need for a broader knowledge about RP so that they can weave better quality discussions on the subject. This points to the need to offer PR training on a larger scale for all actors working with education.