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14 - PSICOMOTRICIDADE COMO RECURSO PARA INCLUSÃO DE ALUNOS COM TEA NA EDUCAÇÃO FÍSICA ESCOLAR

Doi: 10.47094/IIICOBRASAFIMES.2026/RS/14

PALAVRAS CHAVE: Desenvolvimento motor. Estratégia pedagógica. Interação social.

KEYWORDS: Motor development. Pedagogical strategy. Social interaction.

ABSTRACT:
Introduction: Including students with Autism Spectrum Disorder in physical education classes is a challenge, as children with this disorder may present limitations, resistance, and cognitive rigidity, but it also represents a great opportunity for development. More than just exercising the body, these classes can become a space for learning, interaction, and discovery. Psychomotor skills, which study the relationship between movement, cognition, and emotion, play an important role in this process, as they allow for working on the child's development in a holistic way, contributing to their participation in the school environment. Objective: To present the importance of psychomotor skills as a pedagogical resource to promote the inclusion of students with Autism Spectrum Disorder in physical education classes, highlighting its contribution to motor, emotional, and social development. Methodology: This is a descriptive summary, developed from a theoretical review on psychomotor skills and school inclusion, using a qualitative approach, based on studies that discuss psychomotor development and its relationship with learning and the child's adaptation to the school environment. Results: Psychomotor skills are based on the integration of movement, emotion, and cognition, contributing to the child's overall development. Students with ASD may present motor difficulties, balance problems, poor body awareness, and challenges in social interaction, which can hinder their participation in classes. Therefore, it is necessary for the physical education teacher to know the student's needs and plan adapted activities, such as games, directed play, motor circuits, and playful activities. Adequate teacher training and the inclusion of psychomotor skills in the school curriculum promote participation, autonomy, and socialization, making classes more accessible and meaningful. Final considerations: When psychomotor skills are worked on in a planned way and with prepared teachers, it becomes an important tool for school inclusion, as it contributes to the integral development of children with ASD, favoring their interaction, learning, and participation in physical education classes.

Autores

  • Rebeca Paschoal Nunes

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