O corpo e os fatores psicomotores como agentes intervenientes nas dificuldades de aprendizagem de leitura e escrita em escolares: contribuições da psicomotricidade em uma perspectiva inclusiva

Abstract

Introduction: Several factors have been delineated as causes of Reading and Writing Learning Disabilities (AD), including Body Disorders in various aspects and levels, ie, some psychomotor factors are deviant or do not have their maturity to their age. chronological In this intertwining, Psychomotricity plays a fundamental role, working both in prevention and intervention with students who have Reading and Writing Learning Disabilities, helping them to develop a healthy and free development of psychomotor factors in analogy to the body. From this perspective, this approach is justified by its relevance, both for related areas and in general which need background and suggestions to deal with the situations put into daily life. Objective: What contributions to psychomotor skills, through psychomotor interventions, can provide students with reading and writing learning disabilities, and its influence for better organization and maturation of psychomotor factors? Methodology: An Action Research of a basic nature was used, descriptive and exploratory in nature, with a qualitative approach, with a non-probabilistic sample. Collection instruments: Anamnesis was used with the parents to learn a little about the students' history; semi-structured questionnaires applied to public school teachers to gather student information about their learning difficulties; the application of the Vitor da Fonseca Psychomotor Battery pre and post psychomotor interventions to evaluate the psychomotor factors and if they had matured; Rosa Neto's School Development Scale, to measure the reading and writing level of students with Reading and Writing Learning Disabilities, spontaneous report with reflections on the intervention of psychomotricity implemented and photos and videos were taken during psychomotor sessions. Psychomotor sessions consisted of interventions and pedagogical practices with 8 children, 4th grade B, Elementary School I, 2 (two) females and 6 (six) males who had Reading Learning Disabilities and writing. Psychomotricity sessions were held twice a week, totaling 7 sessions, during 2 (two) months; recording everything for analysis through photos and footage. Results: It was observed through the anamnesis that the parents' education is low, most of the mothers work as maids, cook, general service assistant, day laborer and 2 (two) mothers do not work, while parents work as production assistant, announcer , salesman, security and caretaker, which proves a low household income. At pregnancy 2 (two) mothers had a quiet and healthy pregnancy, while the other 6 (six) had a troubled pregnancy due to illness and / or aggression during pregnancy. All the children presented impairment in their motor development, as regards to firm the head, to sit without support, to roll, to crawl, to walk, to talk, or they did late or skipped the stage. In the first Psychomotor Battery, 6 (six) students exhibited Dyspractic Psychomotor Profile, with slight and specific Learning Disabilities, only 2 (two) students demonstrated Normal Psychomotor Profile. In the School Development Manual, to ascertain the Learning and Reading Difficulties, the following was found: only 1 (one) student was able to finish almost all levels of the test, except spontaneous writing; the other 7 (seven) fell short for their chronological age. The teacher according to the questionnaire answered, exposes that all students are at the syllabic level and are totally dependent to solve activities. After the psychomotor sessions, a new Psychomotor Battery was performed, through which the students showed a growth in their psychomotor factors, they moved from the Dyspraxic Psychomotor Profile to the Normal Profile and when the psychomotor factors were highlighted separately. that there was a growth in some of these factors. Conclusion: It was concluded that there was a growth due to the maturation of the psychomotor factors of the students after psychomotor interventions, because the students had a psychomotor profile change. Thus, we can see the contribution of psychomotricity as a pedagogical resource, through play and symbolic play providing a learning through movement and involving the relationships between body and psychomotor factors occurring in them, being noticeable in students a change of posture in relation to the object, space, the other and his body.