EL DESARROLLO DE LA PSICOMOTRICIDAD Y EL SESGO DE LA PRÁCTICA DOCENTE EN UNA ESCUELA DE EDUCACIÓN INFANTIL DE CARIRIAÇU-CE

Resumen

The aforementioned research addresses psychomotor skills from the perspective of teaching practice at a school in the municipality of Caririaçu, Ceará state. The work aims to align two themes strongly rooted in early childhood education. The research intertwines with a widely discussed topic in education, particularly in the early years: psychomotor skills and the development of teaching practices. In this context, the research focused on problematizing how teachers are developing psychomotor skills in their teaching practices. In this sense, it also sought to conduct a more robust analysis of this issue. Furthermore, it aimed to identify how these teachers were acting in the affective, social, and motor dimensions. In this same vein, the research is justified by considering that childhood is marked by numerous developmental processes in which the body is the primary object of exploration, whether through running, jumping, hopping, balancing, lowering, rolling, holding, moving, entering, exiting, climbing, and descending. These movements must be honed and developed throughout their training. This means developing and enhancing their skills, regardless of their own emotions and sensations. The research used a qualitative approach, incorporating notes from a positivist perspective. A quantitative approach was also employed, ensuring the findings were consistent with data collection. Furthermore, the aim was to align theoretically grounded authors who strongly discuss the content and form of psychomotor skills within a bibliographic perspective that is more closely aligned with the development of teaching practices. In this regard, the study aims to help mediators act in a practical and coherent manner within the context of psychomotor skills in schools. The study also used a closed-ended, dichotomous questionnaire with 18 early childhood education teachers, presenting the results of the data collection in a positive and cohesive manner. Furthermore, the results indicate that a holistic approach to developing new practices through differentiated care before the school's implementation leads to the realization that psychomotor skills are the key to achieving better results, given the school's current pedagogical situation. In this same vein, the Raimundo Gonçalo de Aquino Early Childhood School, located in the municipality of Caririaçu, Ceará, has been operating in accordance with the law, principles, and documents governing the guidelines for early childhood education as a whole. Even so, the school has prioritized care that addresses the intertwined dimensions: affective, social, and motor. The conclusion is that the school's teaching work is also focused on pedagogical practices that, in addition to an improved pedagogical curriculum, involve teachers interacting within the context of games and play. In other words, they strengthen and stimulate new skills that were previously unnoticed. In this regard, teachers have been encouraging the development of new skills and improving those that need to align with the empirical reality of the school environment and its educational practices. In this sense, the school increasingly aims to improve and provide comprehensive training based on a three-pronged educational foundation: critical, participatory, and autonomous. Finally, the research is the result of a master's dissertation from the Intercontinental Technological University (UTIC), where the research focused on strengthening psychomotor skills as a link in motor, social, and affective development, linking this approach to the school environment as a daily teaching practice.