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05 - O DESENVOLVIMENTO PSICOMOTOR E PRÁTICAS EDUCATIVAS NO AEE COM CRIANÇAS AUTISTAS EM ASSENTAMENTOS

Doi: 10.47094/1CONLAPE.2026/RS/5

PALAVRAS CHAVE: Autismo. Psicomotricidade. Inclusão.

KEYWORDS: Autism. Psychomotricity. Inclusion.

ABSTRACT:
This qualitative, descriptive, and bibliographical research with a scoping review investigates how Specialized Educational Services (SES) can favor the psychomotor development of children with Autism Spectrum Disorder (ASD) in schools located in settlements. By mapping literature on playful, sensory, and motor interventions, the study shows that strategies adapted to the rural reality—such as games, fine and gross motor play, sensory activities, and social support—promote autonomy, motor coordination, and socialization. The research also highlights the challenges: scarcity of pedagogical resources, lack of specialized training for SES teachers, and limited infrastructure in multifunctional resource rooms. Furthermore, the analysis shows that an integrated psychomotor approach with collaborative educational practices between regular classroom teachers and SES teachers can strengthen the inclusive bond and favor the child' s overall progress. The scoping review reveals a fragmented landscape of scientific production on ASD in settlement contexts, pointing to the need for more empirically based studies and specific support policies for these vulnerable scenarios. The analysis revealed that psychomotor interventions in Special Education Services, even in precarious settlement contexts, promote gains in motor coordination, balance, and social interaction. Significant gaps were also identified: lack of materials, specific training for teachers, and a scarcity of adequate psychomotor assessments. In addition, collaboration between regular classroom teachers and Special Education Service teachers proved essential to strengthen inclusion. The study concludes that psychomotor development via Special Education Service contributes substantially to the autonomy and social participation of autistic children in settlements. However, to maximize the positive effects, it is urgent to expand teacher training, invest in psychomotor resources, and develop policies aimed at inclusion in vulnerable contexts.

Autores

  • Renata Picoli

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