A PEDAGOGY OF "HUMAN MOVEMENT - THE BODY AS OBJECT OF STUDY.

READING AND WRITTEN

PROJECT: ASSESSING MOTOR Samuel Neto1 Maria Cecilia de Souza de Oliveira MICOTT
I2 Larissa Cerignone BENITES3 Carolina Rodrigues Alves da SILVIERA4 Abstract In
order to fill teaching positions that enable the students of first-graders in a
school for the achievement in reading and writing, this research aimed to identi
fy and establish relationships between the factors of success and failure in lit
eracy. The development of this study included classroom observations to understa
nd how it was addressed the issue of writing and reading. Likewise were organize
d educational activities (intervention) and its application in the laboratory of
the Department of Literacy Education at UNESP - Rio Claro, and in the school wi
th physical education classes and a motor evaluation. Participants were 23 stude
nts in the 3rd and 4th grade, seven different classes, chosen by teachers as a r
esult of presenting problems related to the literacy process. The results will b
e presented in this study relate only to motor assessment and Physical Education
. In obtaining these data was used as a method proposed by the Motor Scale Rosa
Neto (2002). The intervention program, used in physical education classes, was s
upported by a program proposed by the teacher in the area, considering that prop
osal were adequate motor development of these schools. In this context, these pa
rticipants had to perform their physical activities with their room of origin. A
fter evaluation of these students in pretest and posttest was found in a sample
of seven students, indicated by a physical education teacher, as the most succes
sful that four students showed significant development engine and three did not,
leading us to conclude that although the physical education classes had an educ
ation program appropriate for grades of school did not have a specific program t
hat gives special attention to engine components affected, compromising the work
with the whole. The study proved to be of fundamental importance with the body
work in school. That physical education, while working with human movement or th
e movement of culture, has a great contribution to make in work integrated with
other disciplines, but it also becomes necessary that this work takes into accou
nt the need for motor evaluation the development of the teaching program, aimed
at promoting effective (integration) of these students.
Keywords: body, human movement, motor evaluation, Physical Education. I - INTROD
UCTION literacy is one of the most serious educational problems of our country.
Scholastic failure challenge over time institutional measures. To remedy the dif
ficulties, some remedial measures have been adopted as switches
February 1
Professor, Department of Education (IB / UNESP / Rio Claro). Professor, Departme
nt of Education (IB / UNESP / Rio Claro), coordinator of the Reading and Writing
Project. 3 Student's Degree in Physical Education (IB / UNESP / Rio Claro). 4 S
tudent's Degree in Physical Education (IB / UNESP / Rio Claro).
22
methods and recovery periods. However, some problems persist even in that its la
gs are originated in the motor act. Micott (2003, p. 188), in summary form, it a
lso puts the presence of students 'illiterate' or 'ill literate' in the advanced
grades of elementary school is named as one of the most serious educational pro
blems, with criticism about the validity and adequacy of education provided in s
chools. Some of the possible explanations may be in the motor development of sch
oolchildren, including its "borders" cognitive-affective-motor. In general, we c
an affirm that human beings are in constant development. Something new is incorp
orated daily, is the simple fact of being older, as having acquired a new skill.
The movement has an important role in the development process (PELLEGRINI et al
., 2003) According to Pellegrini and Barela (1998), in the early years of school
ing, especially in kindergarten and first grades of elementary school, the activ
ity is very important in establishing links between human development and in the
surrounding environment. It is very important to acquire skills and also awaren
ess of the body and its relations with the environment. For the task of writing
is very important the issue of attention, because when the child seeks to write
the first words, it copies what the teacher writes on the blackboard, and thus€W
atch the type of stroke, which starts and ends where the letter and the sequence
s that follow (PELLEGRINI et al., 2003) In this context it is of paramount impor
tance to the interaction of the body fully in the context of the school to under
stand some failures related to writing and language, particularly those related
to motor act, challenging us to know a little what a "pedagogy" of human movemen
t would have to offer. By pedagogy we understand the area of study that aims to
systematize and streamline the methods of education of the child, while remember
ing that modern pedagogy is based on adequate knowledge of the laws governing th
e development of psychophysiological educating and especially the factors social
order that condition. So that the educational doctrines, although they seem to
reflect the philosophy of its individual authors, express, in fact, the social,
economic and political era in which they arose. But Guiraldelli Jr remind us tha
t ...
"Pedagogy, literally speaking, has the meaning of" conduct of the child. " It wa
s, in ancient Greece, the activity of the slave who led the study sites, where 2
3
should receive instruction from their tutors. The slave teacher was the "conduct
or of children." It fell to him to take the young to the location of knowledge,
but not necessarily its function was to instruct the young. This second step was
due to the preceptor. When the Roman domination of Greece, things have changed.
There, slaves were the Greeks themselves. And in this case, slaves were carrier
s of a culture superior to their rulers. Thus, the slave teacher did not continu
e to act as "drivers of children" but also took up the post preceptor. " (GUIRAL
DELLI JUNIOR, 1987, p. 8) of the only
As can be seen, originally, the pedagogy is linked to the act of driving to lear
n, and today's concern with the means, ways and means of delivering the person t
o knowledge, and we can say that it is linked to the methodological problems con
cerning how to teach, what to teach, when to teach, who teach. So that it embodi
es in the theoretical steps of educational problem, and we can say roughly that
pedagogy is the theory, while education is the practice and teaching in the medi
ator of these two poles in the educational process.
"Education is first and foremost an educational practice. It is a practice of ge
nerating a pedagogical theory. Education, while teaching produces, is also direc
ted and effected from the guidelines of pedagogy. (...) The didactic, in my view
, is the mediator between the theoretical (pedagogy) and practical pole (educati
on) of the educational activity. The how to teach, what to teach, when to teach
and who teach, when linked to pedagogy, are steeped in the assumptions and guide
lines of a particular conception of the world which, in turn, nurtures such peda
gogy. In the context of teaching, the how to teach, what to teach, when to teach
and who teach it translate into motivations for the educator, in light of the w
orldview that guides his pedagogy, search tools and techniques needed for educat
ional practice to be successful. " (GUIRALDELLI JUNIOR, 1987, p. 9-10)
With regard to human movement, motor man, it will be understood as the object of
the study of physical education - a field that has academic and professional bo
dy in their culture movement and an area of social intervention. Thus, speaking
in a pedagogy of "human movement" means treating the motor act, conduct motor th
at moves this body and how it can work, considering the expertise / knowledge fr
om this human movement. Objective study, this work will be restricted to present
a body of knowledge that has been built within the pedagogy of "human movement"
, human movement, aiming to contribute to the project read / write with respect
to the motor age of the students, once that this target is crucial in any work o
f educational intervention aimed at the area of literacy. So it is a descriptive
study that will be using techniques of experimental work, without ignoring the
qualitative analysis.
24
II - A PEDAGOGY OF "HUMAN MOVEMENT - THE BODY AS OBJECT OF STUDY There is an old
Hindu proverb which says the body is like a city that has five doors, referring
to the sense organs: smell, touch, hearing, vision and taste. So, for these org
ans are developing practical intelligence (sensorimotor), the cognitive, affecti
ve, social (SOUZA NETO, 2000). SOUZA NETO (2000),€a work of anthropological focu
s on "Teacher: Who is he?" will place the body is the privileged place where the
world is divided, with the multiple meanings given to reality, being itself a u
niverse, the universe human. But at the same time that decomposes this universe,
our body the meets. High and low, front and back, left and right are due to our
body, an organic whole. As a body, is a combination of parts allows the functio
ns necessary to life. Likewise is the basis of perception and organization of hu
man life in the senses biological, anthropological, psychological and social. Th
us, our talk, look, walk, think and feel represent ways of life and can say that
the body is a body in the world. Although the body is constituted in a universe
of life and life in school has been disregarded the "motor activity" of childre
n from early school days, with restrictions on its way of being and acting. In t
his context, even the physical education classes appear to conform to a purely r
ecreational, sporting or body development in which the "movement" seems to have
an end in itself. Thus, there is need to (re) discover the body, because if it,
in its broadest sense, is language, there is no "delete it" the literacy process
. Therefore, to rescue the "human movement" seems to be the first step towards (
re) integration of "body" at school, because not true of symbolic activity (ment
al representations) of the concrete world with which the subject relates without
body activity - the link.
25
To Kunz (1998), a work considered to be significant, based on the thesis elabora
ted by the Dutch Buytendijk, and Gordjin Tamboer, and German Trebels, studies on
the "Human Movement", in the west, following an Aristotelian tradition and / or
tradition galilaea . For the Aristotelian tradition it is human action-oriented
one ultimate goal, being inherent to animal behavior or because it is believed
that the behavior requires a teleological scheme for clarification and / or fina
list for the intentions situated in the future. In the tradition galilaea means
that these same events and human actions are determined by a process of clarific
ation causalístico. In this view, human behavior is understood as a consequence
of certain causes that preceded it in time. In general, what you have is a kind
of rationality that characterizes the modern world (modernity) through a "mechan
ization of the world picture" in the context of movements, "the teleological the
ory of change and give explanations rise to theories of the displacement of obje
cts and materials "(p.7), focusing his attention on the" movement "as a whole an
d not in the Human Movement in particular. Under this process, the "movements" a
nd trends for improving movement, the man in the world today, as you rightly poi
nted Kunz (1998, p.7), translate because of urbanization, transit sites Work, st
udy, consumption, etc., in the "move" and / or the condition of being "moved" fr
om one place (or world) to another. Therefore, man moves from one place to anoth
er with the car, by bus, by train, or the window to the world of television, but
not "It moves." For the author is that "semovimentar" that calls science of hum
an movement have their best interests in activities like running, walking, playi
ng, dancing etc., being examples of human move, leaving them to interpret "natur
al" but also cultural. However, in the field of Physical Education, this issue i
s not that simple, because in the literature restricted to the area, there is mo
re debatable concept - also "poorly" understood - than the "Human Movement", bec
ause of the multidisciplinary science that support it, allowing a plurality of m
eanings. As a consequence, considering the specific literature and science of hu
man movement, the "Human Movement" can be understood in terms of its "function",
such as biomechanics, motor learning, etc.. In this context, levamse into accou
nt the actions that need to be accomplished for certain functions, in
26
sport, dance or other activity in the culture of motion is performed in accordan
ce with the objectives (eg, a ball in the basket) and certain pre-established mo
dels of action aimed at achieving success. Anyway, when we face this "form of mo
vement" can speak of a "scientifization" (natural interpretation) of the movemen
t. What matters is not whether-moving human interest in the studies,€but the tec
hnical elaboration of movement (created and tested with more sophisticated equip
ment and under specific conditions, such as laboratories), and possibilities for
imitation by man. In this perspective, scientifization in the cultural movement
s makes the man, in a process of "cloning," need to imitate everything: thoughts
, actions, feelings and their own way of moving. (KUNZ, 1998, p. 8) Likewise, th
e movement can also be understood as an "understanding-the-world-by-doing." In t
his approach, if the move-presents itself in its fundamental structure, as a dia
logical action, changing the focus of "displacement", observation or research, t
he Movement for the Human Male (child) moves. For this, the author considers fou
r aspects of movement analysis: - the subject / author - the movement is an acti
on of subjects, focusing on the subject of the movement is the first reference i
n mediation with the world through movements in the sport, dance, play etc. - Th
e situation - the movement is an action tied to a particular situation that occu
rs through movements in the game, sport, dance, contests, toy etc.. - Mode - a p
articular mode in carrying out movements configures itself from a certain unders
tanding in relations of time and space involving movements in the game, sport, d
ance, contests, toy etc.. - The meaning - the movement is an action related to a
meaning, ie the movements and their references are almost always a pre-conditio
n rules. In general, what you have is a dialogical conception of human movement
that seeks to understand-the-world-by-doing, as people move, when the discoverie
s and knowledge of themselves, their corporeality, on the other and the world .
27
In another study, the Cunha5 Sergio Manuel (1983, 1992), better known as Sergio
Manuel, presents as a proposal for Physical Education, Human Kinetics. Early in
his studies identified as an object of study 'Body Science Activities' to 'condu
ct motora'6 considering it in its anatomical and functional aspects, emotional,
social and philosophical'. However, in subsequent studies, a second phase of ref
lection, it is noted that the theoretical framework of the study object, the 'mo
tor behavior,' is the 'Human Kinetics'. So, is conceived a knowledge area for Ph
ysical Education and Physical Education does not. Questioning is the Physical Ed
ucation will be asked where is the scientific faculties of physical education th
at gives them autonomy and uniqueness? What is your theoretical object of study
and how it handles its 'scientific practice'?
''... biomedical science, where even today's physical education is based, also h
as obvious errors, arising from the Cartesian and forgetting the mother of a hol
istic concept and ecological health. Indeed. The holistic view of living organis
ms is refused by the classical conception of science, because it implies changes
transparent throughout the conceptualization unilateral in that it is based and
which has achieved spectacular results. Only that human nature is 'Bios' and 'L
ogos' in constant interaction and self-organization, in accordance with the requ
irements of a systemic approach.''(CUNHA, 1983: 8)
When you put that human nature is 'Bios' and 'Logos', referring to his constant
self-organization and interaction, elements of the systemic approach, it will al
so be entering a speech 'postmodernism', in which a proposal would be seated cos
mology (organic DOLL JR, 1998). Therefore, the construction of this new phase of
Physical Education pass the paradigm 'postmodern'. But on what basis of knowled
ge rests on 'human motor'? ''...
there will be room for the science of human movement, within the general framewo
rk of science?''''If we consider a branch of biology as I wanted to Spencer, in
relation to psychology, it has marked its place among the natural sciences if th
e define as the science of explanation and understanding of motor behaviors, it
is entirely between the sciences of man. As psychology, the science of human mov
ement presents an object of observation equal to the observer. This unusual phen
omenon gives you a prominent position on any scientific methodology. The constru
ction of a science or pluck specific data communication and build theories in wh
ich these data are based. In the science of human movement, the 'motor behavior'
is what is observed in the light of a particular 'theory'. Firstly, so the cond
uct; comes, then the theoretical construction (an assumption among
5
The proposed Sergio Manuel da Cunha was particularly developed in Brazil in the
late 1980s, when he was a visiting professor at UNICAMP. The June issue of "moto
r behaviors" has to do with Psychomotricity. This was a movement that tried to w
ork the child's development, with the act of learning, involving cognitive, affe
ctive and psychomotor, and as having proposed the development of children. Physi
cal education imbued with the Psychomotricity became a means to learn the differ
ent materials, socialization, and to assist in the upgrading, rehabilitation, in
tegration. In this speech there is a proposed replacement of Physical Education
by Psychomotricity, seeking knowledge in this field a basic and fundamental to t
he education of teachers. (Cf. Smith, 1996: 9)
28
many), basic to the work of investigators. We come then to the object of study w
hich is based on such theoretical construct. In my opinion, the seven human move
ment ....'' (Cunha, 1983: p. 10)
In this proposal, the biological matrix of theoretical knowledge that has identi
fied the Physical Education moves to an array Humanities (humanities), and named
the''science of man''that,''Ntende as science (and science of man) , perceive t
he motor as essential structure of human complexity.'' So just as''science of ma
n (where the 'understanding' is higher than the 'explanation') to human movement
finds justification in the 'Universitas Scientiarum' know how independent and u
nique.''(P. 12, 15). systemic view of Man''(the relationship and in general,''a
motor assumes the existence of a specialized and not be needy, open to the world
, the integration), the''other''and transcendence, and,'' because they open the
World, others and the transcendent, and lacking them, a 'praxis being', seeking
to find and produce what, in complexity, allows you to drive and achievement''(m
an is a process), and'' because 'praxis being' experience with access to a compr
ehensive, agent and a factor of culture, design originating from any direction,
memory in the world and be axiotrópico (chasing, learns and performs securities)
.'' (P. 11-12) a 'power' ... What is the status of being able to say that the mo
tor is:''ontological vocation and provocative opening to transcendence''(the who
le system is made of adaptive process, an environment variable, not a human ener
gy); the''expert'';''the evolutionary process of a being, with a predisposition
to interiority, the dialogical practice and culture''and''creative process of a
being in the practice play, agonistic, symbolic and reflect the productive will
and the conditions of Man performing as a subject, ie, as the responsible author
of his acts.'' (P. 12) This broader analysis, the human movement, for the Facul
ties of Physical Education, he means:
Physical Education''That does not cover the whole field of action of its employe
es because, as specialists in the science of human movement, it is up to them in
their own right, the game, sport, gymnastics, dance, circus, ergonomics and reh
abilitation (and the training that accompanies all these activities). E 'Motor E
ducation' (which should replace the term Physical Education) is the educational
branch of the Science of Human Movement (...). - That the Faculty of Physical Ed
ucation should be renamed to College of Human Kinetics, thereby referring to a f
ield of knowledge and not a profession.''''- That the 'curriculum' of school fac
ulties Motricity human they will add to the basic disciplines of organic content
, other basic disciplines of cultural content in August.''(p. 13)
July 8
The bold and the italics are ours. This proposal was adopted by the Faculty of P
hysical Education at UNICAMP in 1988.
29
For CUNHA (1992), the 'science of human movement' is possible to find a discipli
nary matrix. This prospect arises that before, physical education was aimed at t
he development of physical faculties of the individual, focusing their studies a
nd research only on (s) science (s) of sport. But now, the 'science of human mov
ement', the body becomes the reference for everything. In this 'new paradigm', a
nti-dualist and holistic, expressed in the passage from the physical to the engi
ne,''a pree Physical Education Science Science of Human Movement. The emergence
of the new paradigm is based not only on the demands of understanding and explan
ation of a field of knowledge, that the word does not cover physical, but also i
n the dissolution of the Cartesian paradigm,€where they dug an impassable chasm
between being and thinking.''. (P 101). In this proposal, the epistemological ax
is of Physical Education which was previously located in the biosciences, moves
to the humanities in an hermeneutic and phenomenological perspective. In general
, concrete, what you have is the recognition of Human Kinetics, as indicative of
a field of study focused on the humanities. At the core of these two works that
were presented one can not ignore the contribution of TANI9 (1996). In his view
adopted the term 'Cinesiologia'10 the terminology to be more widespread among t
he expressions that have emerged, meaning, literally, the study of motion. Thus,
the Kinesiology''could be defined as an area that has as its object of study hu
man movement, with its focus of concern centered on the study of general movemen
ts (posture, locomotion, manipulation) and sport-specific exercise gymnastics, d
ance and play.'' (Tani, 1996: 25-26). In this context, the Kinesiology have the
characteristics of an area of knowledge and not an academic discipline. The acad
emic discipline is identified, usually by having an object of study itself, a sp
ecialized study methodology and a paradigm itself, creating a unique body of kno
wledge, requirement used by traditional disciplines. Already, Kinesiology would
feature a range of studies, from the more microscopic level to the most macrosco
pic, going beyond the boundaries of traditional disciplines because of its plura
lity. However, it is acknowledged that on one hand it brings problems for his ep
istemological and methodological identity but,
9
The Professor Go Tani has published numerous texts that speak on the issue of th
e need for a body of knowledge in Physical Education. Among them we can mention
the work published in 1988 in the anthology "Physical Education and Sports at th
e University''(Seed/MEC/UnB/1988), organized by Solange C. E. Passos, of UNB in
1986, when the theme: "Research and Graduate Education in Physics'. In this pape
r, supported by an American literature selection, ranging from 60 to 80 years, f
inds the text in question 'if Physical Education is an academic discipline or pr
ofession'. In light of this questioning, reflection on the subject goes in searc
h of an organization to structure this body of knowledge. Reinforcing her discus
sion concludes that there is the object of study - human movement. But this is m
arked by the fragmentation of knowledge. As an alternative to physical education
points to a routing around the systemic paradigm as opposed to the mechanistic
paradigm of classical science. 10 In Brazil, one of the first people to adopt th
is terminology was Inezil Pena Marino in 1984.
30
on the other hand, presents the concrete perspective of integration of knowledge
and discoveries in various disciplines around a single object of study. (Tani,
1996: 26) Under this approach, the present structure Kinesiology
transdisciplinary and would consist of three major sub-areas of research: Biodyn
amics of Human Movement (encompass the Biochemistry of Exercise, Exercise Physio
logy, Biomechanics and the Cineantropometria), Human Motor Behavior (incorporate
the Motor Control, Motor Learning, Motor Development and Sport Psychology) and
Sociocultural Studies of Human Movement (meet the Sociology, History, Anthropolo
gy, Philosophy, Ethics and Aesthetics of Human Movement / Sport). As an example
of such a network, it is proposed in the survey area: TABLE 1 - Kinesiology, Phy
sical Education and Sport
AREA OF KNOWLEDGE CATEGORIES Kinesiology
IDENTIFICATION
BASIC RESEARCH
Biodynamics of Human Movement
Human Motor Behavior
Sociocultural Studies of Human Movement
APPLIED RESEARCH
Pedagogy of Human Movement
Adaptation of human movement
Sports Training
Sport Administration
PHYSICAL EDUCATION
SPORT (See TANI, 1996)
In the table, Kinesiology would be providing knowledge for research in Physical
Education and Sport. Courses in Physical Education and Sport, in its specificity
, would be receiving the knowledge of their field work. For example, the Pedagog
y of Human Movement would be related (getting information, knowledge) to Biodyna
mics of Human Movement, Human Motor Behavior and Socio-Cultural Studies of Human
Movement. Likewise, the
31
Biodynamics of Human Movement would be sending knowledge to the Pedagogy of Huma
n Movement and the Adaptation of Human Movement. In this organization, the focus
will presented to the direction of a systems approach;€in which the author has
his point of support, making reference to chaos theory and cybernetics itself, i
n the following sentences: 'disorder has been considered a source of order', 'ob
serve self-organization in the physical world, and the same mechanism begins to
unravel the biological world and sociological '' appear to be universal organiza
tional principles that apply to all dynamical systems ',' science directs its at
tention to common, the similarities, the essence 'and' speaks in new synthesis'.
(Tani, 1996: 30) Toward this direction, it would be up to the training courses
to select and organize the knowledge by the profile of the professional who want
s to form. Given this understanding, deployment or baccalaureate degree in Physi
cal Education means to have a proposal for professional preparation based on a b
ody of knowledge. As the administrative structure, its configuration would inclu
de: TABLE 2 - Proposal of the Faculty of Kinesiology, Physical Education and Spo
rt
Faculty of Kinesiology, Physical Education and Sport
Department of Kinesiology
Department of Physical Education
Department of Sports
Biodynamics of Human Movement
Human Motor Behavior
Sociocultural Studies of Human Movement
Pedagogy of Human Movement
Adaptation of Human Movement
Sports Training
Sport Administration (See TANI, 1996)
In the proposal, there is no doubt that this is moving towards what DOLL JR. (19
98) calls''postmodern''paradigm, focusing on biology, self-organization. But you
r point is on supporting modern paradigm''''that planned the scientific profile
of the traditional disciplines. So how substantiate a biological cosmology withi
n a mechanistic cosmology? It is the challenge to data, knowledge of the nature
proposed. Under this project, we will work at that time, the analysis of human m
ovement perspective of motor development and not in its hermeneutic dimension. H
owever, the weights will not fail to place its emphasis also on qualitative desc
ription.
32
III - METHODS AND TECHNIQUES USED TO OBTAIN DATA In search of the data chosen to
School Motor ROSE OF THIS (2002) as a method to evaluate the motor age of a gro
up of schoolchildren in a school, from first to fourth series in the city of Rio
Claro, located within the State of São Paulo, taking the qualitative analysis t
he focal point for this reflection. This evaluation was performed in the second
half of 2003, the months from August to September and November to December. DE R
OSA NETO (2002) in his studies on motor development, proposed a motion evaluatio
n focused on seven aspects engines that were interpreted as a prescriptive set o
f standards and guidelines. 3.1 - INGREDIENTS IN SCHOOL RATED ENGINE MOTOR - The
proposed Rosa Neto (2002):
Fine motor skills - is the coordination visiomanual (most frequent activity and
more common in men), it includes the step of transporting the hand, followed by
a phase of grasp and manipulation, which gives a set of object / hand / eye. Thi
s process requires the involvement of different nerve centers, motor and sensory
action in which there is the coincidence between the motor act and a perceived
visual stimulation. In individuals not sighted moves from visual perception to a
nother type of information. Motricity global - is the ability of the individual,
with his pace, movement, understand yourself better and get new information. Pe
rfection progressive motor act involves a global operation of their regulatory m
echanisms. The global movement is always kinesthetic, tactile and labyrinthine,
etc.. Balance - is linked to the notion of postural tone, or body posture that i
s correct and save energy, so that does not fatigue the body, among others. Bala
nce is the state of a body when different forces act on it and compensate and ca
ncel each other out. Everything must have balance, to walk, sit, stand - this is
done dynamically or statically. Body Schema - is the body image, postural model
that each has, and the construction of these schemes is made through the organi
zation of sensations on his body in association with the outside world. The deve
lopment of schemes body follows the laws of maturity cerebrospinal flow and near
-distal. Space Organization - is to understand the dimensions of the body with t
he space that is finite and the infinite, ie, the spatial organization depends o
n both the structure of our body, such as the nature of our surroundings and the
ir characteristics.€The spatial evolution of the concept highlights the existenc
e of two stages: one linked to the immediate perception of the environment and o
ne based on mental operations that leave the area representative and intellectua
l. Temporal organization - both aspects of this definition: the order and durati
on, when the first sets the succession between the events, being a continuation
of another in a physical order and the second allows the variation of the interv
al that separates the beginning and end of event. The organization includes the
temporal dimension logic, and the cultural aspects of living.
33
Handedness - is the preference of using a symmetrical parts of the body (hand, e
ye, leg and ear). Handedness is because of a predominance of granting the one he
misphere to the initiative of the organization of motor act. For example: Sides
D laterality (right) and (left) I (indefinite) Hands
Three tests with the right hand
Eyes
Two trials with the right eye
Feet
Two kicks with his right foot two kicks with his left foot
Three trials with the left hand two trials with the left eye
One or two tests with the hand A race with the right eye or a kick on the right
foot or right or the left hand with the left eye the left foot
OVERALL SCORE
DDD DED EEA / EDE / DDE DDI / ERA / EID Destro Sinistro complete full cross late
rality laterality undefined
Overall, this set allows us to identify the motor age of the students and, with
this diagnosis, proposing an intervention, according to the guidelines ROSA NETO
(2002). 3.2 - GUIDELINES USED FOR THE APPLICATION OF TESTS AND FOR GAUGING THE
RESULTS • • • • • • Tests should be applied according to the chronological age o
f the child. A student may be tested from their chronological age or less. The t
est engine can be started by the sequence of motor events: fine motor, gross mot
or performance, balance, etc.. If the child succeeds in a proof, the result will
be positive and will be registered with the symbol 1. If the test requires skil
l with the right and left side of the body, will be recorded in January, when th
ere is success with the two members. If the positive test result has only one me
mber (right or left), the result will be recorded ½. If the test result is negat
ive, 0 will be recorded.
34
For example:
Test / 2 years MF MG EQ CE OE L / T 3 4 5 1 1 1 1 1 1 6 ½ 1 0 1 1 0 7 0 1 0 0 0
0 8 9 10 11
January 2 April 3 May 6
IM1 motor age = 5 years and 6 months or 66 months = 7 years or IM2 IM3 84meses =
5 years or 60 months IM4 = 6 years or 72 months IM5 = 6 years or 72 months IM6
= 5 years or 60 months IMG = IM1 + + IM2 + IM3 + IM4 IM5 IM6 + 6 HF (chronologic
al age) IN / IP (Age negative / positive Age) = IMG - IC values will be positive
when the motor age generally display numeric values greater than chronological
age, usually expressed in months . MGQ = IMG. 100 (General Motor Quotient) (Gene
ral Motor Age)
IC
TABLE 3 - Classification of Motor Age
130 or more 120 - 129110-119 90-109 80-89 70-79 69 or less than Very High High N
ormal Normal Normal Low Medium Low Very inferior
35
TABLE 4 - Classification of chronological age / Motor
YEAR 2 years 6 months and 2 years 3 years 3 years 4 years 6 months and 4 years a
nd 6 months 5 years 5 years 6 months and 6 years 6 years 7 years 6 months and 7
years and 6 months and 8 years 8 years 6 months 9 years 6 months and 9 years 10
years 10 years 11 years 6 months and months 24 months 30 months 36 months 42 mon
ths 48 months 54 months 60 months 66 months 72 months 78 months 84 months 90 mon
ths 96 months 102 months 108 months 114 months 120 months 126 months 132 months
3.3 - PHYSICAL EDUCATION PROGRAM The program of Physical Education, developed wi
th the students, a total of 23 (with their respective classes), the teacher of t
he area consisted of: A - INFORMATION AND CONTROL OF BODY
- BODY OUTLINE: global movements, movements segmental motions independent, inter
dependent movements, perception (tactile / visual / auditory), body expression (
limitation / drama / interpretation / mime). - SPATIAL ORIENTATION: laterality,
direction, trajectory, location. - TEMPORAL ORIENTATION: speed, course. - PHYSIC
AL CAPABILITIES: strength, endurance, flexibility, coordination (global and sele
ctive), speed, agility, balance. - Motor Skills: locomotion, manipulation, not l
ocomotion.
B - Rhythmic Activities BODY AND EXPRESSION
- WHEELS. - Songs. - TOYS Canto. - Litany. - Combined movements at different pac
es.
C - GAMES - GAMES RULES.
- BIG GAMES. - PRE-SPORTS GAMES
D - RECREATION
- FREE - 36 GUIDED
This program was developed during the year 2003. The major emphasis of the secon
d semester, when we were in school,€came from the relay games or competitions in
volving games and activities exploring the temporal and spatial orientation, and
activities that incorporated the child's relationship with his body. A more det
ailed description of how this program was developed it was not possible because
we did not have access to lesson plans the teacher of physical education because
of the school's only teaching plan. IV - RESULTS AND DISCUSSION Evaluation of t
he Motor Age showed the following results: TABLE 5 - Motor Age and Laterality of
Children in the Pre-Test
Age and Component Name and Series Augusto - 4th Bruna - 4th B Fabio - 4th C Juli
a - 4th The Maycon - 4 ª Moacir - 4th C Nicholas - 4th C Paulo - 4 ª James - 4th
The Welinton - 4th C Rudivaldo - 4th C Felipe - 4 ª Kaique - 3rd B Rafael -3 ª
B Valeria - 4th Alan F - 4 ª Ruan - 4th And Bruno - 4th Erica D - 3rd B Monica -
The 3rd Nicolas - 3rd B-l Michael Bruno Rafael E 4th - 4th D
Age
9 10 10 10 10 11 8 9 11 11 11 10 9 10 10 11 10 9 10 9 10 10 10
MF 11 11 11 9 9 9 11 11 10 11 11 11 11 9 11 11 11 9 8 11 10 September 10
MG 9 9 9 7 10 10 10 11 11 11 11 10 9 9 11 11 11 9 7 9 9 9 8
EQ 11 11 11 6 11 9 10 11 11 11 11 11 9 10 11 11 11 11 10 9 10 November 10
EC 9 9 10 5 8 7 8 8 9 8 7 9 7 10 7 10 8 7 9 7 6 7 7
OE May 7 May 5 11 11 11 8 11 4 July 11 June 5 8 9 8 6 8 9 9 8 7
OT 7 7 6 6 9 8 7 9 9 7 9 7 6 6 8 7 8 7 7 8 6 7 6
LAT LC LC LC DC DC DC DC EC LC LC DC DC DC DC DC DC EC LC LC LC DC DC DC
* The second column corresponds to the chronological age and the remaining colum
ns correspond to the age reached at the motor testing. Abbreviations: MF - fine
motor, MG - motor global EQ - balance, body schema CE, OE - spatial organization
, OT - temporal organization and LAT - lateral.
As can be seen by the results are different classes of children with motor probl
ems were selected to participate in the project, presenting the following classi
fication:
37
TABLE 6 - Motor Scale Development in Joint Components Engines Rated
General Motor Quotient CI AM IN IP IMG (a / m) MGQ Results - EDM Series Name and
Augusto - 4th D 9 -1.5 7.5 83 Normal Low Bruna - 4th B D 10 -2.7 7.3 73 Lower F
abio - 4th C D 10 106 0.6 10.6 Normal Average Julia - 4th D -3.6 6.4 10 64 Much
less Maycon - 4th D 10 -0.2 98 9.8 Normal average Moacir - 4th C D 11 -0 7 10.3
94 Normal medium Nicholas - 4th C E 8 1.6 9.6 120 Superior Paulo - 4 ª D 9 107 0
.6 9.6 Normal medium James - 4th D 11 9 -2 82 Normal Low Welinton - 4th C D 11 7
8 8.6 -2.4 Lower Rudivaldo - 4 ª C -1 D 11 October 1991 Normal medium Felipe - 4
th AD 10 -0.8 9.2 92 Normal medium Kaique - 3rd B 9 D -1.8 7.2 80 Normal low Raf
ael - 3rd BD 10 -1.8 8.2 82 Normal Low Valeria - 4th F E 10 78 7.8 -2.2 Lower Al
an - 4th E 11 -2.3 8.7 79 Lower Ruan - 4th E D 10 - 0.4 9.6 96 Normal mean Bruno
- 4th D D 9 -0.8 8.2 91 Normal medium Erica - 3rd B D 10 -1.8 8.2 82 Normal low
Monica - 3rd D 9 -0.2 8, August 1998 Normal average Nicolas - 3rd B D 10 -1.6 8
.4 84 Normal Low Micael l-4th E E -1.4 8.6 10 86 Normal low Bruno Rafael - 4 ª D
D Normal 80 10 -2 8 PM bass - preference manual, IC - chronological age, IP - a
ge positive, IN - age negative IMG - motor age generally MGQ - General Motor quo
tient and EDM - are the results obtained by children. The calculation of these a
ges is usually done in months, but the presentation is in years, to make it easi
er to join.
Graphical Profile of the group A child is assessed in much lower. Four children
in the Lower. Eight children in low normal. Nine children in the Normal school.
A child, in Superior.
EDM
4% 4% 40% 17% NM 35 MI INF NB% S UP
38
Of this group seven children were selected by the Physical Education teacher to
conduct re-tests, with reference to performance in physical education classes as
part of the engine components. The choice of these children was in virtue of be
ing a very heterogeneous group; to attend college twice a week, Literacy Lab, to
participate in the project read and write, and because the teacher of Physical
Education have reported that there was a significant improvement in motor behavi
or from them. Therefore, we would confirm these empirical indicators with a new
application of the tests, although such conduct was part of our purposes. This i
nstitution has not developed a particular program of Physical Education, seeking
 the intervention, we would also like to know what are the results of a motor pr
ogramming that incorporates the psychomotor as part of its contents. This clarif
ication is necessary since our intervention would also be proposing the contents
found and was scheduled for a school that there was not a professional. Therefo
re,€conditions encountered in teaching school in relation to physical education
should promote a more positive outcome, dispensing, roughly, a more specialized
by virtue of having already an expert in the area that could provide input. In i
mplementing the post-test, considering that these students have Physical Educati
on class, one to two classes per week, within three months, the result was as fo
llows: TABLE 7 - Motor Age and Laterality of Children in the Post-Test
Age and Age * Component Name and grade MF Augusto February 1st - 4th A 10 Novemb
er 10 January 9 January 2 MG EQ CE OE 21 21 2 9 9 OT May 11 July 12 September 1
LAT 2
L LC C September 11 September 11 6,956,576 6 L LC 10 Julia - 4th A C 10 11 11 9
11 11 8 10 8 8 9 8 D DC 9 Paulo - 4 ª A C 11 11 11 11 11 11 7 9 11 8 9 6 D DC 11
Rudivaldo - 4th C C 8 11 7 11 10 10 9 8 8 6 7 L LC August 10 Erica - 3rd B C 11
11 9 9 9 11 7 7 9 8 8 7 D DC 9 Monica - 3rd A C 11 11 9 11 9 11 7 9 July 6 6 D
Kaique, DC September 9 - 3rd B C Glossary: * Age. Paragraph 1 means the first te
st, while No. 2 is the second test. Bold indicates whether or not there was prog
ress in relation to biological age in a given comparison. The numbering has not
received emphasis means that no evolution, there can be regression. October 11
11
39
It is observed that there was so much an improvement as the majority of losses i
n the motor age children, revealing that the physical education classes taught i
n grade Hours of first to fourth grades is important and necessary. But it was a
lso stressed that this program requires the assistance of scholars in the field
for it to be more effective and reach the full results. 4.1 - Sides The hand pre
ference was assessed only with the component of writing and presented the follow
ing provision: of the 23 children assessed, 19 were right-handed and 4 are sinis
ter (left handed). With regard to laterality were divided into eyes and feet: (a
) for the eyes, the 23 children assessed 14 are right-handed and 9 are grim, (b)
for the feet, the 23 children assessed 20 are right-handed and 3 are sinister.
The conclusion of the results of handedness led us to believe that what exists i
s a preference for a lateral segment of the body for a particular task. That is,
children have consistency in the use of one hand, eye or foot - this consistenc
y increases with age. In children surveyed, the complete dominance of one side w
as relatively small, calling attention to the mixed handedness / crusade. 4.2 -
GROUP OF KIDS THAT MADE THE POST-TEST Overall, these children presented an evolu
tionary framework in their motor development which, if not helped in promoting t
he same, at least pointed the way to solve these problems, as can be observed :
TABLE 8 - Rating
Name and number Augusto - The 4th Julia - Paul The 4th - The 4th Rudivaldo - 4th
Kaique C - 3rd Erica B - B Monica 3rd - 3rd * The Age reached in the test. 1st
Test - EDM Normal low seven years and three months * Very less 5 years and 7 mon
ths Normal average 8 years and 8 months Normal average seven years and seven mon
ths Normal low seven years and five months Normal low six years and 10 months No
rmal average 8 years and 2 months 2 tests - EDM Normal average 8 years and 4 mon
ths Normal low seven years Normal average 8anos and 8 months Normal Low 7 years
and 4 months Normal average 8 years and 10 months Normal average 7 years and 6 m
onths Normal average 8 years and 2 months
40
Presentation graphics for each child in the Pre-Test & Post Test
EDM-Test and Retest
12 10 8 6 4 2 0 MF MG EQ CE OE T 12 10 8 6 4 2 0 Motor Age
EDM-Test and Retest
Augusto Augusto 1 2 Age Motor
Julia 1 Julia 2
Tests
MF MG EQ CE OE OT
Tests
EDM-Test and Retest
12 10 8 6 4 2 0 MF MG EQ CE OE T 12 10 8 6 4 2 0 Motor Age
EDM-Test and Retest
Paul 1 Paul 2
Motor age
Erica 1 Erica 2
Tests
MF MG EQ CE OE OT
Tests
EDM-Test and Retest
12 10 8 6 4 2 0 MF MG EQ CE OE OT
Motor age
12 10 8 6 4 2 0
EDM-Test and Retest
Motor age
Kaique a Kaique2
Rudivaldo1 Rudivaldo 2
Tests
MF MG EQ CE OE OT
Tests
EDM-Test and Retest
12 10 8 6 4 2 0 MF MG EQ CE OE OT Motor Age
Monica 1 Monica 2
Tests
41
These results allow us to observe some events that occur during certain periods
of development. The first is the fact that the child should be encouraged to mov
e, to acquire skills in body awareness and some skills to perform the tasks of d
ay to day. Given this assumption it is undeniable that the school should remembe
r, every time, the body size and importance it assumes in the learning process.
A second point is the type of evaluation. In this case, the test used allowed us
to find some weaknesses in certain skills that are easily associated with the w
riting and showing that this substance has not been addressed in the institution
.€The function of this evaluation was to give allowance to see if what is taught
in school enables the full development of these children. So there is no doubt
that the lack of evaluations may camouflage some perspectives with regard to the
failures and triumphs in literacy and education body.
42
CONCLUSION The study proved to be of fundamental importance with the body work i
n school. That physical education, while working with human movement or the move
ment of culture, has a great contribution to make in projects integrated with ot
her disciplines, interdisciplinary, but it also becomes necessary that this work
takes into account the need to evaluate motor for the development of the teachi
ng program, aimed at promoting effective (integration) of these students. Under
this understanding, it was understood that the teacher is very important to know
the material he teaches. But more importantly work the pedagogical content know
ledge specific, which means that various dimensions of knowledge essential for t
eaching activities, such as: knowledge of subject matter (syntactic structures,
content structures, substantive), knowledge general teaching (students and learn
ing, classroom management, curriculum and interaction) and knowledge of the cont
exts of the education system (community, education, school). In fact, the study
itself raised the issue of teacher professionalism as they do not want to just t
each, but it is essential to go beyond established for the exercise of autonomy
that teachers really happens in the classroom. The assessment of motor and physi
cal education classes, more than a space in which we work to human movement, has
revealed the need for a pedagogy of human movement that brings contributions to
the problems not solved within the institution, related to the process of liter
acy. Thanks: faculty and students of the State School "Prof.. Sylvio de Araujo -
Rio Claro, SP.
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44