PSYCHOMOTRICITY AND PSYCHOPEDAGOGY: STRATEGIC ALLIANCES IN THE CONSTRUCTION OF TEACHING AND LEARNING

Abstract

Based on the principle that education should provide all children with an integral and dynamic development (cognitive, affective, linguistic, social, moral and motor), in a world under construction, this article proposes to reflect on the importance of working on psychomotricity from early childhood education, preventing and re-educating possible obstacles found specifically in reading, writing and calculations.  as well as to become aware of their body, laterality, temporal space and the coordination of their gestures and movements. However, it is known that there is a universality of basic cognitive abilities, some children use them differently, facing difficulties in understanding different contents. Hence the need to rely on a transdisciplinary look of a psychopedagogue to help this learning subject. Because it is from his psychopedagogical diagnosis that he will have the competence to present to teachers alternatives that will minimize the problems manifested. However, it is worth noting that the "psychopedagogical diagnosis" is based on several subjects and very interrelated systems. The first point deals with the school, which should be seen as an institution that promotes the integration and preparation of the student for future demands of their daily lives. Another aspect concerns the teacher's performance, as he is responsible for providing and stimulating the full development of his students, so that they can be contemplated with real learning situations. Another point to be considered is the student, as he needs to have a global view of his person, as well as to be respected in his individuality. Another fundamental point is that the family, considered decisive in determining the student/school relationship, needs to demonstrate trust in the school, in this way, it will be contributing to a better adaptation of the child to its educational environment. Once again, we emphasize the fundamental importance of the psychopedagogue, who will be a link between school, child and family. From the beginning, the latter must establish and clarify his function so that there are no doubts about his function. Finally, the purpose of the psychopedagogue's work is to help promote changes, regardless of what the school presents (individual, group or methodology) as well as to assist in the improvement of teaching conditions, resources, among others, in addition to the fact that he must also do preventive work to reduce the possible obstacles faced by the school and the teacher.