A PSICOMOTRICIDADE COMO ESTRATÉGIA PEDAGÓGICA NO ATENDIMENTO EDUCACIONAL ESPECIALIZADO DA APAE DE PAPANDUVA-SC

Abstract

This article offers a reflection on the challenges and achievements regarding usage of psychomotricity as a pedagogical strategy in special education of APAE- Papanduva/SC. The epistemological basis concerns the (auto)biographical method in dialogue with dialectical materialism whose praxis is centered on neutralizing the teacher's protagonism. This strategy, previously approved in the pedagogical planning, takes into account students' lack of interest and lack of initiative. It also takes into account the need to develop a sense of autonomy in children, especially because they are disabled. From there, each child built their identity, autonomy and protagonism by exploring spaces with other members of the institution and your peers. The objective of this pedagogical proposal was to develop learning through children's body movement through games, in a playful mediation carried out by the AEE teacher.