Publication: La escuela : un nuevo escenario para la psicomotricidad
Authors
Sassano, Miguel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En las puertas del nuevo siglo, para una educación casi
esclerosada, aparecen nuevos aires de cambio, anclados
en las reformas educativas que se van gestando en muchos
países, aun bajo distintos paradigmas. La escuela se
transforma entonces en un nuevo escenario posible para
la Psicomotri cidad. En primer término, hablamos sobre lo
que hemos dado en llamar «Abordaje Psico motriz» en la
escuela, planteo referido a una relación de ayuda, para
facilitar el camino, el proceso que va desde la dependencia
a la mayor autonomía. Por ello, la Psicomotricidad en la
escuela no es una técnica, una materia más, es, en todo
caso, un enfoque que atiende a la globalidad del niño,
a la revalorización del cuerpo y del movimiento en ese
ámbito. En segundo lugar exponemos sobre la «hora de
Psicomotricidad» o la «sesión de Psicomotricidad», donde
alumnos, maestros y Psicomotricista comparten una hora
semanal, favoreciendo el juego corporal y la actividad
espontánea a partir del ofrecimiento de objetos que operan
como disparadores y acompañantes. Vamos a comentar
sobre el espacio físico, los objetos, el trabajo en sí mismo
y su respectivo encuadre, dejando claro qué hacemos, qué
cosas se pueden y cuáles están prohibidas en la sesión. Y
por último, de cómo tanto el Abordaje Psicomotriz como
la Hora o Sesión de Psicomotricidad en la escuela, se
transforman en un abordaje preventivo y de salud, por
ser el lugar privilegiado donde el niño puede descargar
su impulsividad motriz sin culpabilidad, descarga que es condición esencial de su equilibrio afectivo. Cuando hablamos del cuerpo en educación, no se trata solamente del cuerpo del niño… también del cuerpo del educador, de sus resistencias y de la necesidad de modificar las capacidades vinculares para darle sentido a
las acciones propias y del alumno. Interrogarse sobre el lugar del cuerpo en la educación
es interrogarse sobre la Psicomotricidad en este nuevo escenario.
In the hall of the new century, for an almost paralyzed education, new airs of change appear, even anchored in the educational reforms that they are gestating in many countries, under different paradigms. School becomes then a new possible setting for the psychomotricity. First of all, we talk about what we have called «Psychomotor Approach» in the school, a position referred to a relationship for help, to facilitate the way, the process that it goes from the dependence to the biggest autonomy. So, psychomotricity in the school is not a technique, a subject more, it is, in any event, a focus that it assists to the child’s overall, to the revaluation of the body and of the movement in that environment. In a second place, we talk about the «hour of psychomotricity» or the «session of psychomotricity», where students, teachers and the psychomotor therapist share a weekly hour, favouring the corporal game and the spontaneous activity starting from the offer of objects that they operate as triggers and companions. We present the physical space, the objects, the own work and their respective alignment, leaving clear what we make, what things they are allowed and which ones they are prohibited in the session. And lastly, we speak about how so much the «psychomotor approach» as well as the «hour or session of psychomotricity» in the school, becomes a preventive and healthy focus, because they are the privileged place where the child can discharge their motive impulsiveness without guilt, a discharge that is essential condition for their affective balance. When we speak about body in education, it is not only the child’s body… we also speak about educator’s body, about their resistances and about the necessity of modifying the relationship capacities to give sense to the own actions and the student’s actions. To be interrogated on the place of the body in the education is to be interrogated on the psychomotricity in this new setting.
In the hall of the new century, for an almost paralyzed education, new airs of change appear, even anchored in the educational reforms that they are gestating in many countries, under different paradigms. School becomes then a new possible setting for the psychomotricity. First of all, we talk about what we have called «Psychomotor Approach» in the school, a position referred to a relationship for help, to facilitate the way, the process that it goes from the dependence to the biggest autonomy. So, psychomotricity in the school is not a technique, a subject more, it is, in any event, a focus that it assists to the child’s overall, to the revaluation of the body and of the movement in that environment. In a second place, we talk about the «hour of psychomotricity» or the «session of psychomotricity», where students, teachers and the psychomotor therapist share a weekly hour, favouring the corporal game and the spontaneous activity starting from the offer of objects that they operate as triggers and companions. We present the physical space, the objects, the own work and their respective alignment, leaving clear what we make, what things they are allowed and which ones they are prohibited in the session. And lastly, we speak about how so much the «psychomotor approach» as well as the «hour or session of psychomotricity» in the school, becomes a preventive and healthy focus, because they are the privileged place where the child can discharge their motive impulsiveness without guilt, a discharge that is essential condition for their affective balance. When we speak about body in education, it is not only the child’s body… we also speak about educator’s body, about their resistances and about the necessity of modifying the relationship capacities to give sense to the own actions and the student’s actions. To be interrogated on the place of the body in the education is to be interrogated on the psychomotricity in this new setting.
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Citation
Revista interuniversitaria de formación del profesorado, V. 22(2), N. 62, 2008
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