NEUROCIÊNCIA E PSICOMOTRICIDADE NA EDUCAÇÃO INFANTIL: CONTRIBUIÇÕES PARA A PRÁTICA PEDAGÓGICA EM UMA REVISÃO INTEGRATIVA

This article presents a literature review aimed at analysing the contributions of psychomotricity and neuroscience to the enhancement of pedagogical practices in Early Childhood Education. Grounded in both classical and contemporary authors, the study highlights the importance of the body as a mediator of knowledge, movement as the language of childhood, and affectivity as a structuring element of cognition. The articulation between the fields of psychomotricity and neuroscience enables an understanding of learning as an integrated process involving motor, cognitive, emotional, and social dimensions. The findings reveal that, despite the theoretical relevance of these fields, significant gaps remain in the initial training of early childhood educators, particularly regarding the inclusion of content related to corporeality and brain functioning in teacher education curriculums. In this context, the article emphasizes the need to restructure teacher education and to value pedagogical practices that integrate body, emotion, and cognition as essential pathways toward a more humanized and effective education. Keywords: Early Childhood Education. Psychomotricity. Neuroscience. Body. Teacher Training.