摘要：O estudo tem como objetivo analisar como ocorrem as práticas pedagógicas psicomotoras na escola de Educação Infantil e qual a importância da psicomotricidade para o desenvolvimento da criança. Utilizou-se abordagem qualitativa, etnográfica e descritiva. Realizou-se observação não participante, diários de campo e entrevistas semiestruturadas. Os dados foram analisados de acordo com a técnica da Hermenêutica de Profundidade, seguindo três etapas: análise sócio-histórica; análise Formal ou Discursiva e (Re) Interpretação. Os resultados revelaram que as práticas psicomotoras utilizadas pelas professoras de Educação Infantil da escola analisada são atividades voltadas às brincadeiras, canções, recorte, colagem, pintura, massinha de modelar e o desenvolvimento da coordenação motora. Apesar da instituição escolar ser muito pequena e não disponibilizar materiais para que a psicomotricidade possa ser estimulada de forma mais ampla, as educadoras se esforçam com o que tem para que os aspectos psicomotores sejam realizadas com as crianças, pois elas sabem da importância dessa ciência para o desenvolvimento integral infantil, englobando o lado motor, psíquico e afetivo. Palavras- Chaves: Psicomotricidade. Práticas. Educação infantil. Psychomotricity and pedagogical practices in the context of Early Childhood Education: a school ethnography ABSTRACT The study aims to analyze how the psychomotor pedagogical practices occur in the School of Early Childhood Education and what is the importance of psychomotricity for the development of the child. A qualitative, ethnographic and descriptive approach was used. Non-participant observation, field diaries and semi-structured interviews were carried out. The data were analyzed according to the Depth Hermeneutics technique, following three stages: sociohistorical analysis; Formal or Discursive analysis and (Re) Interpretation. The results showed that the psychomotor practices used by the teachers of Early Childhood Education of the analyzed school are activities related to the games, songs, cut, collage, painting, modeling clay and the development of motor coordination. Although the school institution is very small and does not provide materials for psychomotricity to develop, the educators strive with what they have for the psychomotor aspects to be carried out with the children, because they know the importance of this science for the integral development of the child, encompassing the motor, psychic and affective side.
其他摘要：The study aims to analyze how the psychomotor pedagogical practices
occur in the School of Early Childhood Education and what is the importance
of psychomotricity for the development of the child. A qualitative,
ethnographic and descriptive approach was used. Non-participant
observation, fi eld diaries and semi-structured interviews were carried out.
The data were analyzed according to the Depth Hermeneutics technique,
following three stages: sociohistorical analysis; Formal or Discursive analysis
and (Re) Interpretation. The results showed that the psychomotor practices
used by the teachers of Early Childhood Education of the analyzed school
are activities related to the games, songs, cut, collage, painting, modeling
clay and the development of motor coordination. Although the school
institution is very small and does not provide materials for psychomotricity
to develop, the educators strive with what they have for the psychomotor
aspects to be carried out with the children, because they know the
importance of this science for the integral development of the child,
encompassing the motor, psychic and aff ective side.
