Psicomotricidade na educação infantil

Abstract

This study proposes a reflection, from an academic and humanized perspective, on the importance of psychomotricity in Early Childhood Education, emphasizing its essential role in promoting the integral development of the child. The analysis is based on legal frameworks and theoretical references, such as the Common National Curriculum Base (BNCC) and the Law of Guidelines and Bases for National Education (LDB), which recognize the body as a central element in the processes of learning and socialization. The research is structured in two chapters: the first addresses psychomotricity as a science and historical practice, discussing its origins, evolution, and integration into the Brazilian educational context, as well as its contributions to the child's global formation. The second chapter analyzes psychomotricity as a humanizing pedagogical strategy, showing how bodily experiences foster full development and contribute to a more inclusive, sensitive, and equity-based education. Through this approach, the aim is to broaden the understanding of the role of the body in education and reaffirm psychomotricity as an essential component in pedagogical practices aimed at early childhood.