Efetividade das práticas psicomotoras nas aulas de Educação física para inclusão de crianças com Transtorno do Espectro Autista (TEA)

Abstract

This study investigates the effectiveness of psychomotor practices in Physical Education classes for the inclusion of children with Autism Spectrum Disorder (ASD). Based on bibliographic and documentary research, the aim was to highlight, through literature, the benefits psychomotor practices in Physical Education can offer in the development and inclusion of children with autism. In this context, a documentary survey was conducted considering the legal support that guides school inclusion. The study discusses the role of psychomotricity as a pedagogical tool, as well as the transition from segregation to inclusion. The results indicate that psychomotor practices can encourage active participation of students with ASD in Physical Education classes, promoting their holistic development. It is concluded that the effectiveness of inclusion through psychomotor methodology depends on collaborative work between the educational and social systems, understanding that the adoption of these strategies, in line with inclusive guidelines, is essential for building an accessible educational environment.