| dc.description.abstract | To the we realize this is work, we looked for information on the practice of
the estimulation psychomotor, through the classes of Phisical Education in schools of the
public net of the municipal district of Caçapava of the South, RS, Brazil. These activies
were ruled for the students of the Normal Course, that they realized apprenticeship in the
initial series of yhe Fundamental Teaching, during the secong semester of 2004. Starting
from the direct sociability in the school ambient collected significant informations for this
work that consists to verify the implementation of the plan of activies it contributes to
improve the school revenue. The revision og the literature, infocuing the
psychomotorcity, the psycopedagogy and physical education, that are areas of our
interest. Considering that the development of the abilities and of the students capacities
they are indispensable factors to the school formation, we want to meditate on the papela
of the physical activies as solicialization factor and assistant in the character of the
knowledge. Through the direct obsrvation follow the pratice, making as analysis of the
tipe of activies more appreciated by the children and of the more interesting didact–
pedagogic characteristics. We propose through this work to search for the utilization of
the several resources that the physical education offers now, emphasizing the education
for the movement as a process that aids the development of the student, in all its aspects,
be them physical, psychomotor or partner-emotional. We intende to verify if student
teachers plan of the work of it corresponds to the proposals done initially by the
supervisiopn team and coordination of the apprenticeship, as well as the effect that the
implementation of these activies has on the schools, particulary on the studentes of 1st to
4st series of the Fundamental Teaching. The work suggests that the development of these
systematized activies of Physical education in the initial series is important, to the
measure in that there is in the school a perspective multudisciplinary. | |
