Resumo:
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.
