A contribuição das atividades psicomotoras para atenção e motivação no ensino fundamental: um olhar psicopedagógico

Abstract

This study addresses the school context as a space for citizenship formation, aimed at the development of knowledge, ethics, critical thinking, and autonomy, highlighting challenges in Brazilian schools, such as students’ inattention and lack of motivation, which interfere with the learning process. In this sense, it investigates the role of psychomotricity in the school context, based on theoretical contributions from authors such as Amaral and Guerra, Escarião, Fonseca, and Tanzawa, Martins, and Brenzan, who understand learning as an integrated process involving body, emotion, and cognition. The general objective is to analyze, from a psychopedagogical perspective, how psychomotor practices contribute to improving students’ attention and motivation in the learning process. The specific objectives are to understand how inattention and lack of motivation manifest in the investigated class, describe their implications for the learning process, and analyze the teacher’s perception of these strategies. This is a qualitative, field-based, and exploratory study, with a longitudinal design and pre- and postintervention data collection, carried out as a case study with a 5th-grade elementary school teacher, using interviews, feedback records, observation, and playful materials, with content analysis. The results indicated an increase in students’ attention, motivation, and participation, as well as improvements in interaction and learning. It is concluded that psychomotor practices significantly contribute to the learning process, although they depend on teacher training, resources, and institutional support, and further studies are needed.