Dança e psicomotricidade na educação básica: uma revisão de literatura

Abstract

The present study presents a literature review on the influence of dance on the psychomotor development of school-age children and adolescents. Dance studies were selected that used Fonseca's Psychomotor Battery (BPM) to evaluate the psychomotor development of children before and after dance intervention at school. The search was carried out in the Google Scholar databases, the repository of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), the institutional repository of the State University of Amazonas, Scientific Electronic Library Online (Scielo) and the Federal University of Pernambuco. The keywords used included dance themes, psychomotricity, and motor assessment. The study selection process involved first reading titles and abstracts, followed by full reading to extract information regarding the intervention of dance practice and student information and psychomotor profile. Interventions involving dance practice, involving children and/or adolescents, classified according to their psychomotor profile, were adopted as inclusion criteria. Those studies that did not use Fonseca's BPM and whose age was not compatible with the objective of the study were excluded. 11 potential studies were identified for full evaluation, of which only 4 studies were considered eligible. In general, interventions ranged from 2 to 3 months, with different types of dances such as Ballet, Urban Dances, and Dance with circus fabric. The activities had 7 to 12 classes, with students aged 4 to 17. Although different results were observed, most studies showed that dancing provided a new, superior psychomotor classification after the intervention compared to the pre-intervention profile. Thus, dancing in the school environment seems to contribute to the psychomotor development of children and adolescents.