Psicomotricidade relacional no contexto da educação física escolar na primeira infância : possibilidades de atuação pós-pandemia

Abstract

This study aimed to conduct a literature review on relational psychomotricity in the context of school physical education in early childhood in order to understand the applicability of this content of therapeutic characteristics in early childhood education for the reduction of psychological suffering due to the pandemic period. Searches were made in the following electronic databases: Google Scholar, Periódicos CAPES, PubMed and Lilacs. Content analysis was performed by means of Bardin (2010). Thus, 2 researches were analyzed on relational psychomotricity in the context of physical education in early childhood and through these it was found an improvement in verbal and nonverbal communication, socialization, interaction of children in the relationships of affection with themselves, with their peers, with objects and with the teacher, these improvements, enabled through symbolic play. This study was important because it revealed a gap of knowledge due to the scarcity of studies found that propose to confront the problems of relational-affective origin in the classroom. The research was limited to the Portuguese language only, thus, further research should be conducted in other languages in the future to further deepen the theme.