Students but also the way in which students

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Atually affected by valuing differences, accepting and valuing the individual's cultural identity. which strengthens the feeling of belonging, respect and collective identity for the construction of new knowledge. 8. PSYCHOMOTRICITY FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION In relation to special education, article 3 of Resolution CNE/CEB No. 2, of September 11, 2001, specifies that: By special education, a type of school education, we understand an educational process defined by a pedagogical proposal that ensures educational and special resources and services, institutionally organized to support, complement, supplement and, in some cases, replace common educational services, so as to to guarantee school education and promote the development of.
The potential of students who have special educational needs, in all stages and modalities of basic education (BRASIL, 2001). The inclusion of these students in the educational context must be respected and valued. According to Mader (1997), it is necessary to build an equality Phone Number List policy with seriousness and responsibility, enabling meaningful and quality actions in the practice of inclusive education, providing students with a variety of proposals that contribute to their integral development. Including these students requires work that targets the child's potential, not their limitations, in order to work on aspects of integral development, for example, through psychomotricity. Psychomotricity concerns the relationship between man, body and nature, which is reflected in the environments in which they are explored and inhabited on a daily basis.

The body is also used as a form of expression or language for these reasons. Thus, psychomotricity is directly linked to personality and affection, as the individual uses their body to express their feelings. 9. ROLE OF PSYCHOMOTRICITY IN THE INTEGRAL EDUCATION OF CHILDREN The early childhood education institution must value the body as the main tool, as it is through it that the child explores, perceives, creates, plays, imagines, feels and plans. It is through movement that the child contextualizes himself In view of this, it is believed that early childhood education is a privileged space that contributes favorably to the child's education. Gonçalves (1993, p. 43) says that psychomotricity constitutes an auxiliary means in structuring a child's development, linking motor, cognitive and socio-affective experiences, essential in their formation.