AUTORES: Joaquín Serrabona y Liliana Woloschin

RESUMEN: El artículo expone la experiencia de trabajo realizada en la sala de psicomotricidad a través de visualizaciones que permiten desarrollar otra vertiente del movimiento, como es el movimiento imaginado, que complementa y favorece el desarrollo de las diversas dimensiones de la persona. El artículo explica las ventajas y cualidades de la aplicación de estas técnicas de visualización con niños, así como describe el proceso de realización de dicha actividad. Se completa esta información con la descripción de algunos ejemplos y la posibilidad del trabajo emergente posterior.

ABSTRACT: The article shows the work experience carried out in the psychomotricity room through visualizations that allow to develop another slope of the movement, like it is the imagined movement that it supplements and it favours the development of the person’s diverse dimensions. The article explains the advantages and qualities of the application of these visualization techniques with children, as well as it describes the process of realization of this activity. This information is completed with the description of some examples and the possibility of the later emergent work.

AUTORA: Rosario Tuzzo

RESUMEN: La interdisciplina, supone un trabajo a realizar en base a disciplinas ya establecidas donde no se pretenden obviar las mutuas diferencias de objeto y método, ya que pensar en interdisciplina es posible si existen disciplinas a poner en contacto, pero si no se les deja constituirse o por el contrario, se pasa a intentar una rápida mezcla, ni siquiera habremos llegado a lo disciplinario.
El presente trabajo plantea una serie de interrogantes y cuestionamientos en relación a esta temática.
Busca destacar la importancia de la interdisciplina en el abordaje actual de la salud mental de diferentes poblaciones en primer y segundo nivel de atención.
Y pretende, proporcionar a los jóvenes profesionales de la salud y la educación, herramientas que le posibiliten prepararse para su incorporación a equipos interdisciplinarios de trabajo

ABSTRACT: The inter-discipline, supposes a work to carry out based on disciplines already established where they are not sought to obviate the mutual object and method differences, because to think about inter-discipline is possible if disciplines exist to put in contact, but if they are not allowed to be constituted or on the contrary, it starts to attempt a quick mixture, we will not even have arrived to the disciplinary approach.
The present work outlines a series of queries and questions in relation to this issue.
It looks for to highlight the importance of the inter-discipline in the current way of work in mental health with various populations in first and second level of attention.
And it seeks, to provide to the professional youths of the health and the education, tools that facilitate them to get ready for their incorporation to interdisciplinary teams of work.

AUTOR: Marco Urago

RESUMEN: Esta conferencia presenta los hitos del desarrollo como una combinación de factores genéticos y ambientales, en los que el tiempo y el espacio configuran la calidad de la evolución infantil. Al igual que ha cambiado la forma de entender el desarrollo, también han cambiado las formas de vivir y de relacionarse las personas. Es preciso que la mente se encuentre con el cuerpo a través de las experiencias psicomotoras, para que el cuerpo tenga presencia, para que el movimiento se convierta en gesto, para que el desarrollo se complete de forma adecuada y no patológica.

ABSTRACT: This conference presents the landmarks of the development as a combination of genetic and environmental factors, in which the time and the space configure the quality of the infantile evolution. The same as it has changed the form to understand the development, they have also changed the forms to live and of being related people. It is necessary that the mind meets the body through the psychomotor experiences, so the body gets presence, so the movement becomes expression, so the development is completed in an appropriate and not pathological way.

AUTORAS: Jeannette Podbielevich y Cristina Steineck.

RESUMEN: El artículo muestra algunas de las transformaciones que se producen a través de la terapia psicomotriz: en la actividad, en el pensamiento y en la emoción. Se presentan dos casos clínicos y su evolución a lo largo de un proceso de intervención psicomotriz de tipo terapéutico. Los cambios pueden apreciarse tanto en el comportamiento de los niños, consigo mismos y con los demás, como en la representación gráfica de su propio cuerpo.

ABSTRACT: The article shows some of the transformations that take place through the psychomotor therapy: in the activity, in the thought and in the emotion. Two clinical cases and their evolution are presented along a process of psychomotor intervention of therapeutic type. The changes can be appreciated as much in the behaviour of the children (with themselves and with other people) as in the graphic representation of their own body.

AUTORA: Sonia Onofri de Oliveira.

RESUMEN: En este trabajo, la autora reflexiona sobre la influencia de las relaciones intrafamiliares en el proceso de desarrollo y adaptación infantil y propone desarrollar actividades lúdicas con los padres, mediante la técnica de la Psicomotricidad Relacional, como una vía para favorecer el desarrollo armónico y la adaptación de los niños sobre todo a la escuela.

ABSTRACT: In this work, the author reflects on the influence of the intrafamilial relations in the process of infantile development and adaptation and proposes to develop activities with the parents, by means of the Relational Psychomotricity approach, as one way to favor the harmonic development and adaptation of the children to the school.

AUTORA: Anamélia Poggi.

RESUMO: Fragmentos da clínica infantil conduziram por reflexões teóricas buscando a compreensão do lugar da fantasia na direção do tratamento. Cenas montadas pela criança, em sessões com materiais disponíveis desde sempre e só em um único momento, quando atrelado ao significante, dando sentido ao roteiro da fantasia. A possibilidade de acesso ao simbólico faz do imaginário fantasiástico um caminho ao real. Lembranças encobridoras se anunciam e balizam o percurso a ser seguido pelo adulto com lugar da cena de onde pode fazer diferentes intervenções que ultrapassam as intervenções verbais. Os recursos corporais, desdobramentos a partir do significante, conduzem à vivência de «pulsões», desculpabilizadas pela fantasia.
Na Psicomotricidade Relacional, sobretudo pela disponibilidade do adulto frente à criança, a agressividade entra em jogo e nova mensagem se anuncia. O corpo que serve ao sintoma toma, como portador do desejo, a meta de dar o corte no gozo para transformá-lo em prazer.
A ação clínica usa de intervenções também do lugar dos personagens surgidos na fantasia, articula o esforço do desejo pela função significante e o espaço da castração na fantasia inconsciente, trabalhada em sessão veicula um lugar de construção do sujeito.

ABSTRACT: Fragment of infantile clinic led through theoretical reflection, searching the understanding of the spot of fantasy aiming at the treatment. Scenes made by the child in sessions with material available since ever, and only in a unique moment, when tied to the signified providing meaning to the route of fantasy. The possibility of accessing the symbolic turns the fanciful imaginary into a way to the real. Disguising recollections are signaled and lead the road to be followed by the adult with a role in the scene from where different interventions which surpass verbal interpretations can be made. Bodily resources, unfolding starting from the signified, lead to guiltless drives experienced by fantasy. Regarding relational psychomotricity, specially by the adult availability towards the child, aggressiveness shows its hand and a new message is announced. The body which serves the symptom takes, as carrier of the wish, the target of cutting the delight to change it into pleasure. The clinic action uses intervention of the place of the characters brought from the fantasy, articulates the effort of the desire by signified function and the space of castration in unconscious fantasy, worked on in a session, conveys room for construction of subject.

AUTORAS: Helena Marinho, Iduina Mont’Alverne e Tânia Cozzi.

RESUMO: O assunto deste trabalho é apresentar um novo paradigma para formação do educador. Um paradigma da complexidade, aberto, includente, que expressa no movimento cotidiano, diversas linguagens como artes plásticas, poesia, dança, música, etc.
Buscando realçá-lo na cultura escolar, abordaremos temas relacionados à cultura, corporeidade e letramento na Educação.
A corporeidade do professor é importante no sentido que influencia nas suas relações afetivas e no seu desempenho pedagógico.

ABSTRACT: The subject of this work is to introduce a new point of view to teachers in the scholar culture.
A complex paradigm, which is open, includent, that express a daily movement, several languages like, poetry, dance, music, etc.
We intend to intensify a scholar culture that we will study themes like culture, body image and how people express and comprehend the words in the Education set.
The teachers body image, influence their relationships and the way they teach.

AUTORA: Dayse Campos de Sousa

RESUMO: O artigo trata da psicomotricidade de forma sintética, com o objetivo de possibilitar melhor compreensão de sua evolução histórica. O percurso dessa ciência vem sendo marcado pelas diferentes concepções que o homem vai construindo acerca do corpo ao longo da História. As contribuições teóricas e os cortes epistemológicos realizados vêm reformulando sua prática, deixando as técnicas mecanicistas, abrindo-se espaços relacionais e afetivos com as técnicas a seguir: - Educação Psicomotora, constitui-se numa formação de base indispensável a toda criança normal ou com necessidades especiais; - Terapia Psicomotora enfoca o olhar do psicomotricista direcionado a "um corpo em movimento"; - Clinica Psicomotora, onde o olhar do psicomotricista está direcionado "num sujeito desejante com seu corpo em movimento". Esta evolução possibilita um redimensionamento da práxis do psicomotricista, ocasionando mudanças em suas concepções acerca do sujeito.

ABSTRACT: This article is about the psychomotricity evolution in a synthetic basis with the objective to enable a better understanding of its historical evolution. The course of this science is being determined by different conceptions which men assemble regarding the body along history. Theoretical contributions and epistemological approaches have led to reformulation of its practice leaving behind mechanical technique blossoming a new concept in relational and affective area with the following techniques: the psychomotor education which consists in a basic education indispensable to normal children and also children who need special care; the psychomotor therapy which calls the psychomotor attention to the body in movement; the clinical psychomotricity which focus on "a willing subject with their body in movement". This evolution enables a new dimension concerning the psychomotor praxis leading to changes as far as the subject’s concept is concerned.

AUTOR: Salvador Wanderley

RESUMEN: El objetivo del presente trabajo es demostrar la importancia de aplicar en las Horas de Juego Psicológicas "la acción corporal", meter el cuerpo, y no sólo hablar sobre él, como medio de alcanzar beneficiosos resultados en el campo preventivo-pedagógico en Educación Inicial –Maternal y Preescolar– y Especial; como así también en el área de la Psicología Clínica.
A través de fotografías mostramos el proceso de convertirnos en personas –participante y coordinadores– señalando paso a paso lo que se va desarrollando en las mismas. Son pruebas de los resultados y conclusiones desarrolladas, no sólo a través de este trabajo, sino en todo lo que se ha investigado sobre Educación Afectiva en la Facultad de Psicología de la Universidad Nacional de Mar del Plata, Provincia de Buenos Aires, Argentina.
En los Resultados y Conclusiones se tienen en cuenta nuevos términos, acciones y postulados teóricos correspondientes a lo desarrollado en la tarea lúdica-investigativa como son, entre otros: la transferencia y contratransferencia corporal, la transferencia lúdica, una concepción del sujeto a partir del Yo Corporal, el tono como lenguaje inconsciente del cuerpo, etc.

ABSTRACT: The goal of this work is to show the importance of applying the ‘body action’, i.e. putting the body, in the Psychological Play Hours and speaking about it as a mean of getting positive results both in the preventive-pedagogical and clinical fields of the Nursery/Kindergarten and Special Needs Education.
The process of becoming a person –the participant and the coordinator as well– is gradually shown in photographs which also display the outcomes and conclusions achieved by this work and by everything researched on Affective Education in the Mar del Plata Psychology School - Facultad de Psicología de la Universidad Nacional de Mar del Plata, Argentina.
New words, actions and theoretical concepts belonging to the play-research task such as body transference and counter-transference, play transference, a subject’s conception from the body ego, the muscular tone and the unconscious body language are considered.

AUTORA: María Angélica Familume

RESUMEN: La experiencia relatada tuvo lugar con un grupo de pacientes con patologías heterogéneas en el Servicio de Neurología de un hospital público de la ciudad de Buenos Aires.
Se abordó el cuerpo como experiencia vivida que sabe, que se fue haciendo en una conjunción con otro.
Cuerpo que sufre, pero que a su vez tiene la sabiduría organísmica de recuperarse. Esto se procuró lograr a través de ejercicios y juegos corporales que permitieron que zonas inmovilizadas por el dolor o la parálisis por lesión central pudieran movilizarse e integrar a través del proceso focalizado, en nuevas posibilidades de movimiento.
La actitud del terapeuta de aceptación sin condiciones, empatía y congruencia colaboró para que la actividad se desarrollara en un clima de mutua satisfacción y, a su vez, para que se pudiera dar intención y significación a los fenómenos kinestésicos y mentales.

ABSTRACT: The related experience took place with a group of patients with heterogeneous pathologies in the Service of Neurology in a public hospital of the city of Buenos Aires.
It was approached the body as a lived experience that it knows that it was making in a conjunction with another.
Body that suffers, but that also it has the organic wisdom of recovering. This was tried to achieve through exercises and corporal games that allowed that areas immobilized by the pain or the paralysis by central lesion could be mobilized and to integrate through the focused process, on new movement possibilities.
The therapist’s attitude of acceptance without conditions, empathy and consistency collaborated so that the activity was developed in a climate of mutual satisfaction and, also, so that it could give intention and significance to the kinestic and mental phenomena.

AUTORES: Fernando Berriel y Robert Pérez

RESUMEN: La presente investigación estudia la imagen corporal de los adultos mayores, centrándose en los sentidos que los sujetos le adjudican al propio cuerpo. Es una investigación analítica a partir del análisis de los resultados de la aplicación de la Escala de Autopercepción Corporal (EAPC), a una muestra estadísticamente representativa de los mayores de 65 años de Montevideo. El análisis factorial de la EAPC, delimita cinco factores. Cada uno de ellos indica una faceta netamente diferenciable de las otras, a la vez que en conjunto representan un fenómeno global. Los resultados muestran que la imagen del cuerpo en los adultos mayores, surge como una configuración global aunque no homogénea. Presenta diferencias significativas en las variables género y edad. Los hombres se vivencian más abiertos a las experiencias corporales, respecto a un cuerpo que a su vez es vivido más calmado y menos exigido por el entorno que para las mujeres de la misma franja etaria. A su vez, a mayor edad, más calmado se percibe el cuerpo, lo cual se analiza como una mitigación de aspectos conflictivos del proceso de envejecimiento que, si bien podría deberse a mecanismos de elaboración, también podría estar ligado a un proceso de adaptación pasiva y a un entorno poco habilitante para la expresión del deseo.

ABSTRACT: The present investigation studies the corporal image of the older adults, being centered in the senses that people award to the own body. It is an analytic investigation starting from the analysis of the results of the application of the Scale of Corporal Self-Perception (SCSP), to a sample statistically representative of those older than 65 years from Montevideo. The factorial analysis of the SCSP, defines five factors. Each one of them indicates a facet highly different of the other ones, at the same time that on the whole they represent a global phenomenon. The results show that the image of the body in the older adults arises like a global although not homogeneous configuration. It presents significant differences in the variable gender and age. The men are shown more open to the corporal experiences, regarding a body that is lived more calmed and fewer demanded by the environment that for the women of the same fringe of age. Also, to more age, more calmed the body is perceived, so it is analyzed as a mitigation of conflicting aspects of the aging process that, although it could be due to elaboration mechanisms, it could also be bound to a process of passive adaptation and a not very prone environment to the expression of the desire.

AUTORAS: Mariana Camacho y Gabriela Paolillo

RESUMEN: Este trabajo presenta las analogías entre la relajación y la narración como herramientas de trabajo en el ámbito de la práctica psicomotriz educativa, así como las relaciones que pueden establecerse entre estos dos elementos. La narración puede ser un recurso complementario que contribuya a favorecer la relajación en los niños. Además, la relajación y la narración permiten la observación y la evaluación de las conductas infantiles.

ABSTRACT: This work presents the analogies between the relaxation and the narration as work tools in the domain of the educational psychomotor practice, as well as the relationships that can settle down betweem these two elements. The narration can be a complementary resource that contributes to favor the relaxation in the children. Also, the relaxation and the narration allow the observation and the evaluation of the infantile behaviors.

AUTOR: Nivaldo Torres

RESUMO: O presente artigo pretende apresentar uma reflexão em torno da importância do brincar de uma criança, com referência aos processos de sua subjetivação bem como, mostra o aspecto singular que o jogar simbólico de uma criança oferece como possibilidades, de uma intervenção no sentido de um diagnóstico e direcionamento da cura. Por fim, inclui uma reflexão sobre a atuação no campo psicomotor que não pode estar afastado dos jogos simbólicos, sem correr o risco de perder todos os aspectos de sua originalidade.

ABSTRACT: This paper aims to present a reflection around importance of the playing of a child, with reference to the process of its subjective constitution. It’s also this paper’s objective, to show the singular aspect that the symbolic playing of a child gives as possibilities of an intervention in the direction of a diagnosis and aiming the cure. Finally, it included a reflection on the acting in psychomotor area, which cannot to be separated of the symbolic plays, without risk of lost all aspects of its originality.

AUTORAS: Rosa María Peceli y Eliana Bensusán

RESUMEN: Este trabajo presenta una reflexión sobre la Práctica Psicomotriz Educativa, de acuerdo a los lineamientos de Prof. Bernard Aucouturier, que se realizó en el Jardín Infantil del Colegio Bartolomé Hidalgo, Montevideo, Uruguay.
El trabajo se centra en el análisis de los efectos y posibles lecturas del espacio sensoriomotor en especial, separándolo operativamente de los restantes espacios de la sala.

ABSTRACT: This work presents a reflection on the Psychomotor Educational Practice, according to the limits of Prof. Bernard Aucouturier that was carried out in the Infantile Garden of the School Bartolomé Hidalgo, Montevideo, Uruguay.
The work is centered especially in the analysis of the effects and possible readings of the sensorial-motor space, separating it operatively from the others spaces of the room.

(4) Número 16 (Noviembre de 2004)

AUTORA: Begoña Suárez Riaño

RESUMEN: Este artículo presenta los elementos fundamentales en el desarrollo de la grafomotricidad que promueven el aprendizaje de la escritura, esa actividad simbólica expresiva que caracteriza nuestra cultura. La autora recoge los resultados de las grandes investigaciones sobre el desarrollo de la escritura para trazar un itinerario de desarrollo de esta capacidad humana. Finalmente, se presentan unas pautas para comprender y estimular adecuadamente el desarrollo de la grafomotricidad, en el marco de la psicomotricidad.

ABSTRACT: This article presents the milestones in the development of the graphomotor skills that they promote the learning of the handwriting, that expressive symbolic activity that characterizes our culture. The author picks up the results of the big investigations on the development of the handwriting to trace an itinerary of development of this human capacity. Finally, some rules are presented to understand and to stimulate appropriately the development of the graphomotor skills, in the frame of the psychomotricity.

AUTORES: Juan Antonio Moreno, Begoña López, Esther Mª Gutiérrez, Margarita Cascada y Mª Rosario Fernández

RESUMEN: El objetivo que persigue la investigación es describir la situación actual de la motricidad según la opinión del profesor de educación infantil. La muestra está compuesta por 139 profesores de educación infantil de la Región de Murcia. Para la recogida de la información se ha utilizado el Cuestionario para el Análisis de la Motricidad en Educación Infantil (C.A.M.E.I.) diseñado específicamente para esta investigación. Está compuesto de dos escalas, en la primera el Alpha de Cronbach ha sido .87 mientras que para la segunda .81. Han sido realizados estadísticos descriptivos de todas las variables, así como análisis de independencia entre variables mediante las pruebas de c² de Pearson completada con análisis de residuos tipificados corregidos. Para el estudio de las comparaciones a posteriori entre los grupos, se utilizó la prueba F-Test de Scheffe. De los resultados obtenidos entre las principales conclusiones destacamos que el tiempo de práctica semanal es de dos horas y que la motricidad, el juego y la buena relación con los niños son muy importantes en sus clases, así como que creen que la motricidad tiene que ver con el desarrollo cognitivo, social y emocional del niño ya que creen que la motricidad es muy importante para el desarrollo global del niño en esta etapa.

ABSTRACT: The objective that pursues the investigation is to describe the current situation of the motility according to the Preschool teachers’ opinion. The sample is composed by 139 Preschool teachers from the Region of Murcia. For the collection of the information the it has been used the Questionnaire for the Analysis of the Motility in Preschool Education (C.A.M.E.I.) designed specifically for this investigation. It is made up of two scales, in the first one the Alpha of Cronbach has been .87 and for the second .81. They have been carried out statistical descriptive for all the variables, as well as analysis of independence between variables by means of the tests of c² of Pearson completed with analysis of corrected typified residuals. For the study of the posterior comparisons among the groups, the F-Test of Scheffe was used. From the results obtained among the main conclusions we highlight that the time of weekly practice is of two hours and that the motility, the game and the good relationship with the children are very important in their classes, as well as that they believe that the motility has to do with the cognitive, social and emotional development of the child because they believe that the motility is very important for the child’s global development in this stage.

AUTOR: Pedro Pablo Berruezo Adelantado

RESUMEN: El individuo humano tiene una entidad corporal incuestionable, que puede obviarse, dando mayor importancia a lo que el cuerpo genera (producto) que a lo que el propio cuerpo realiza (proceso).

La psicomotricidad se detiene en el cuerpo y en el movimiento, para tomarlos como objetos de su estudio e intervención. Y precisamente la finalidad o la orientación de dicha intervención interpreta el cuerpo y sus acciones de diferente manera.

De un modo analítico podemos considerar diferentes dimensiones corporales, así como diferentes ejes de interpretación del movimiento. Cada uno de ellos (dimensiones y ejes) va a subrayar o privilegiar algún aspecto de esa globalidad, tan reivindicada por la psicomotricidad, histórica e internacionalmente.

Hay elementos nucleares de la psicomotricidad (como el esquema y la imagen corporal) que centran la atención del punto de vista del psicomotricista. Del mismo modo que hacen que se sitúe frente al cuerpo y al movimiento de las personas sobre las que interviene.

Si el movimiento y el cuerpo son un vehículo de expresión de la personalidad, del desarrollo, de los conflictos, etc., también son una herramienta que el psicomotricista ha de manejar sabiamente. Por ello, hemos de detenernos en la consideración de las destrezas corporales y motrices del psicomotricista que va a utilizar en función de sus objetivos de intervención.

Finalmente, observar el cuerpo y el movimiento, apreciar sus matices e interpretar sus actos se convierte en la lectura que el psicomotricista hace de la vivencia de los sujetos y de su progreso en la evolución o recuperación de sus posibilidades.

ABSTRACT: The human individual has an unquestionable corporal entity that can be obviated, giving bigger importance to what the body generates (the product) that to what the own body carries out (the process).

The psychomotricity halts in the body and in the movement, to take them as objects of its study and intervention. And in fact the purpose or the orientation of this intervention interprets the body and its actions in a different way.

In an analytic way we can consider different corporal dimensions, as well as different axes of interpretation of the movement. Each one of them (dimensions and axes) it will underline or to privilege some aspect of that whole, so claimed by the psychomotricity, historically and internationally.

There are nuclear elements of the psychomotricity (as the body scheme and the body image) that center the attention of the point of view of the psychomotor therapist. In the same way that they make that he or she was located in front of the body and to the movement of people on those that it intervenes.

If the movement and the body are a vehicle of expression of the personality, of the development, of the conflicts, etc., they are also a tool that the psychomotor therapist must manage wisely. For it, we must halt in the consideration of the corporal and motive dexterities of the psychomotor therapist that will use in function of their intervention objectives.

Finally, to observe the body and the movement, to appreciate their shades and to interpret their acts becomes the reading that the psychomotor therapist makes of the behaviour of people and of their progress in the evolution or recovery of their possibilities.

AUTOR: Nivaldo Torres

RESUMO: Partindo da premissa de que o autismo situa-se numa anterioridade à dialética do estágio do espelho, os nossos objetivos com este estudo foram o de investigar e situar esse momento de anterioridade à dialética do estágio do espelho. O delineamento utilizado foi o de uma pesquisa teórica e os atendimentos clínicos que nos pudessem indicar uma direção na tentativa de elucidar os modos de funcionamento no pré-especular. Surgem desse estudo preliminar duas hipóteses: Uma de natureza teórica e outra no campo da prática clínica. Utilizamo-nos da teoria lacaniana, doltoniana, bem como dos princípios da clinica psicomotora, para explicar os modos de funcionamento do autismo pressupondo este como uma estrutura primitiva.

ABSTRACT: Based on that autism is in anteriority to dialectic of the mirror stage, the objectives of this study were to investigate and to situate the moment of this stage. It was carried out a theoretical research associated to clinical study that could indicate a direction on the trying of elucidate the ways of operation in the pre mirror stage. After this preliminary study, two hypotheses were raised: one of theoretical nature and other in the area of clinical practice. It was used the theories of Lacan and Dolto, as well as the principles of the psychomotor clinic, to explain the ways of operation of autism, presupposing the last as a primitive structure.

AUTORAS: Mariana Pais y María Cecilia Rodríguez

RESUMEN: La intervención psicomotriz nos sitúa a veces frente a la pulsión de dominio, que aparece en los niños a través de diversas manifestaciones. Podríamos decir que la situación de interacción del niño con otros niños potencia dichas manifestaciones, que presentan, en ocasiones, un aspecto violento. La situación de dominio aparece como una necesidad de autoidentificación. En el plano de la acción corporal la pulsión de dominio puede generar agitación o inestabilidad, o bien, al contrario, inhibición o exceso de control.

El abordaje psicomotor se vuelve esencial en muchos casos, en tanto que puede constituir un espacio privilegiado de elaboración psíquica y adquisición de recursos simbólicos y conductuales frente a la inhibición o la agitación, que genera esta pulsión de dominio.

ABSTRACT: The psychomotor intervention sometimes locates us in front of the instinct to master that it appears in the children through diverse manifestations. We could say that the situation of the child's interaction with other children favors manifestations that present, in occasions, a violent aspect. The control situation appears as a self-identification necessity. In the plane of the corporal action the instinct to master can generate agitation or uncertainty, or, on the other side, inhibition or control excess.

The psychomotor approach becomes essential in many cases, as long as it can constitute a privileged space of psychic elaboration and acquisition of symbolic and behavioral resources in front of the inhibition or the agitation that it generates this instinct to master.

AUTORA: Núria Franc

RESUMEN: La intervención psicomotriz (en el ámbito educativo) contempla el conjunto de actuaciones intencionadas que realiza el psicomotricista para favorecer el desarrollo psicomotriz del niño/a. Se trata de una acción educativa que pretende acompañarle a recorrer un itinerario de desarrollo que va a conducirle del acto al pensamiento y del gesto a la palabra integrando, mediante el juego y el movimiento en sus diferentes manifestaciones, sus distintas funciones y dimensiones en una unidad, ayudándole, asimismo, a explorar y descubrir de qué se trata vivir en un espacio y un tiempo compartido con el otro.

Éste acompañamiento debe tener en cuenta la funciones de la intervención psicomotriz consistentes en favorecer que el pequeño pueda: construir su conciencia corporal, desarrollar sus capacidades de orientación, organización y estructuración del espacio y el tiempo y desarrollar sus capacidades de relación y comunicación.

Nuestro trabajo viene definido por la finalidades, medios e instrumentos de que disponemos para realizar nuestra labor. Si las finalidades ya han sido expuestas al concretar el concepto de Intervención Psicomotriz, habrá que especificar cuales son sus medios y sus instrumentos.

Los primeros se materializan en el conjunto de experiencias motrices, emocionales, sociales, cognitivas y morales que procuramos a los niños/as, y los segundos son la actividad motriz, el diálogo tónico y el juego, instrumentos que otorgan especial identidad a la intervención psicomotriz.

ABSTRACT: The psychomotor intervention (in the educational environment) it contemplates the group of deliberate performances that the psychomotor therapist carries out to favor the child's psychomotor development. It is an educational action that seeks to accompany him or her to cover the itinerary that will lead him or her from the act to the thought and from the expression to the word integrating, by means of the game and the movement in its different manifestations, their different functions and dimensions in an unit, helping him or her, also, to explore and to discover what it is to live in a space and a time shared with the other one.

This accompaniment should keep in mind the functions of the psychomotor intervention that consist in favoring that the small one can: to build their corporal conscience, to develop their orientation capacities, organization and structuring of the space and the time and to develop their relationship and communication capacities.

Our work comes defined by the purposes, means and instruments that we prepare to carry out our work. If the purposes have already been exposed when summing up the concept of psychomotor intervention, it will be necessary to specify which are their means and their instruments.

The first ones are materialized in the group of motive, emotional, social, cognitives and moral experiences that we offer the children, and the seconds are the motive activity, the tonic dialogue and the game, instruments that grant special identity to the psychomotor intervention.

AUTORA: Cristina Steineck

RESUMEN: La autora presenta los primeros momentos de evaluación e intervención psicomotriz de un niño de 6 años que presenta una deficiente integración somato-psíquica. La expresión gráfica, a través del dibujo muestra algunas carencias relacionadas con el vínculo afectivo con la madre, que pueden estar en la base de esta dispraxia. También a través del dibujo se observa la evolución del niño orientada hacia la resolución de sus dificultades, que se produce como consecuencia de la intervención psicomotriz, pero se plantea la necesidad de un abordaje complementario de tipo analítico, para completar la intervención.

ABSTRACT: The author presents the first moments of the evaluation and psychomotor intervention with a 6 year-old boy that he presents a faulty in his somato-psychic integration. The graphic expression, through the drawing shows some lacks related with the affective bond with the mother that it can be in the base of this dyspraxia. Also through the drawing the boy's evolution is observed guided toward the resolution of his difficulties that takes place as consequence of the psychomotor intervention, but the author thinks about the necessity of a complementary approach of analytic type, to complete this intervention.