PSYCHOMOTOR PRACTICES IN SPECIAL EDUCATION: THE CONSTRUCTION OF MEANINGS IN SCHOOL INCLUSION

Abstract

This article investigates how psychomotor practices, integrated with cultural elements, contribute to the school inclusion of students with Special Educational Needs (SEM), promoting the construction of meanings, the appreciation of cultural diversity, and holistic development. Through theoretical and practical analysis, the study highlights psychomotricity as na interdisciplinary approach capable of connecting body, movement, and culture within the educational process. The general objective is to explore the potential of these practices to foster inclusion, while the specific objectives include analyzing theoretical foundations, interacting with cultural objects, and proposing inclusive pedagogical strategies. The research addresses the central problem by demonstrating that contextualized psychomotor practices not only enhance motor development but also boost self-esteem and the construction of students’ cultural identities. Examples such as symbolic games and artistic activities prove effective in linking students to their sociocultural realities. Furthermore, the article underscores the need for continuous teacher training and investments in public policies to ensure the implementation of inclusive practices. By bridging the gap in the literature on the integration of psychomotricity and culture, the study reaffirms the importance of inclusive education that celebrates diversity and transforms the school environment into na equitable and enriching space. Thus, na innovative pedagogical model is proposed, grounded in psychomotricity as na essential tool for inclusion.