Psychomotor skills and teacher formation: what the production of PDE-PR evidences


  • Daniel Vieira da Silva
  • Suelen Vieira Martins




This paper presents and analyzes the concepts of Psychomotor skills and Psychomotor Education, which permeate the formation and daily work of teachers, linked to basic education. It is systematized from the following actions: (a) investigation of production about the body and school practices that impact on it from the psychomotor skills and psychomotor education locators, among the articles resulting from the PDE/PR; (b) Analysis of the state of the art of such articles in the light of academic production in the field of education and the area of Psychomotor skills; (c) confrontation of such production with the general and specific assumptions of the National Curriculum Parameters (1997) and the Curriculum Guidelines of Paraná state (2008). Based on the collected and analyzed data in our study, we believe that the summaries provided by articles from the GTRs, which dealt with the themes on psychomotor skills and psychomotor education are liable to the following considerations among others: (1) among the works analyzed it prevails a reduced and functionalist conception of psychomotor skills and psychomotor education, with regard to the common sense; (2) there is a lack of knowledge and/or disregard, both on the part of the PDE teachers and their peers, as well as academic advisors, regarding the historical advances and the concrete possibilities offered by the produced knowledge in this area of knowledge to the educational field.

Key words: Teacher formation. Psychomotor skills. Psychomotor education.


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Silva, D. V. da, & Martins, S. V. (2015). Psychomotor skills and teacher formation: what the production of PDE-PR evidences. REVISTA INTERSABERES, 9(15 Es), 25–35. Es.819