A RELEVÂNCIA DA PSICOMOTRICIDADE PARA O DESENVOLVIMENTO E A APRENDIZAGEM DA CRIANÇA NA EDUCAÇÃO INFANTIL À LUZ DA BNCC

Abstract

This research, developed within the Graduate Program in Education (Stricto Sensu) at Centro Universitário de Inhumas (UniMais) and linked to the research line Education, Institutions, and Educational Policies (EIPE), investigated the relevance of psychomotricity for the development and learning of children in Early Childhood Education. The study was guided by the following research question: how can psychomotor activities contribute to preschool children’s learning, considering the guidelines of the Base Nacional Comum Curricular (BNCC)? To address this question, the general objective was to understand psychomotor activities in their physical, cognitive, and curricular dimensions, as well as their importance in the learning process of preschool children. The specific objectives were: (i) to understand the conceptual foundations of psychomotor activities and the characterization of early childhood; (ii) to discuss children’s learning in preschool, identifying their needs and rights; and (iii) to analyze the psychomotor activities in the BNCC and relate them to child learning. The methodology adopted was qualitative in nature, based on bibliographic and documentary research. Scientific works published between 2010 and 2024 were analyzed, obtained from the CAPES Theses and Dissertations Database and the Brazilian Digital Library of Theses and Dissertations (BDTD), in addition to a documentary analysis of the BNCC. The results demonstrated that psychomotricity constitutes an important axis for the integral development of the child, dynamically articulating motor, cognitive, affective, and social dimensions. The analysis of the BNCC showed that its fields of experience directly align with psychomotor principles, reaffirming their relevance in the Early Childhood Education curriculum. By recognizing the body as a primary means of expression, interaction, and learning, in theoretical convergence with Wallon, Piaget, and Vygotsk, psychomotricity emerges as an indispensable pedagogical approach in Early Childhood Education, grounded in the commitment to holistic development, autonomy, and the formation of critical and creative individuals.