Contribuições da psicomotricidade para a inclusão e o desenvolvimento cognitivo de alunos com dislexia.

Inclusive education has emerged as one of the major challenges of our time, particularly with regard to supporting students with specific learning difficulties, such as dyslexia. Characterized by impairments in phonological processing, dyslexia affects reading and writing skills, impacting students’ academic performance and emotional development. In this context, the present study aims to analyze the contributions of psychomotor skills to the inclusion and cognitive development of students with dyslexia in the school environment. The research is characterized as bibliographic, with a qualitative approach and an exploratory nature, drawing on authors such as Wallon, Vygotsky, and Le Boulch, as well as contemporary studies on psychomotor skills and learning disorders. The results show that psychomotor skills, by integrating body, movement, and cognition, contribute significantly to the development of skills essential for literacy, such as handedness, spatial-temporal orientation, and motor coordination. Furthermore, its role in strengthening self-esteem and promoting more inclusive pedagogical practices is highlighted, as it enables multisensory and mediated approaches. It is concluded that psychomotor skills constitute a relevant pedagogical tool for school inclusion, fostering the holistic development of students with dyslexia and expanding teaching possibilities in the educational context.