Música e dança como instrumentos para o desenvolvimento psicomotor da criança na educação infantil: primeiros contatos com a psicomotricidade no ambiente escola

Abstract

This work aims to investigate the theoretical foundations of psychomotricity through historical, theoretical and practical bases, working on musicality with Early Childhood Education teachers. It is based on the assumption that music and dance as an activity developed with teachers and caregivers through continuing education, allows the use of playfulness and education, enhancing the learning of the student. The theoretical bases used started from the contributions on psychomotricity of Negrini (1986), Wallon (1995), Alves (2004), Santos (2004), to the documents and regulations that ensure the use of music and dance as psychomotor instruments in Early Childhood Education such as law n° 11.769/08 (Law of National Guidelines and Bases), National Common Curricular Base (2017) and Curricular Document of the Maranhão Territory for Early Childhood Education (2019). The methodological tool used is bibliographic and field research, having as a method of approach the qualiquantitative interventionist research of an experimental nature on the variables related to psychomotricity in Early Childhood Education. The data collection was carried out from the electronic questionnaire, followed by the realization of the pedagogical workshops and ending with the availability of the E-book. The results and discussions of the data collection collected in the field schools: Pedacinhos de Sonhos Municipal Nursery and Mãe Preta Preschool. They allowed the intervention of the reality that the schools faced, enabling the improvement in the quality of the classes applied by the Early Childhood Education teachers, consequently, improving the learning of the students.