Abstract:

Introduction:
The aim of this study was to analyse the teaching and learning process of the participants of an extension event about Relational Psychomotricity (RP) promoted by the Grupo de Estudo em Ludomotricidade (GEL), from the Universidade Federal do Rio Grande do Norte (UFRN), with the methodology of teaching and assessment Problem Based Learning (PBL). The PBL is given by the problematizing study, in which the beginners, besides seeking the resolution of problems proposed by the evaluators, are also promoters of new questions. The RP is a psychomotor proposal with educative basis, in which it is primarily searched the acknowledgement of the subject’s life pulsion, followed by interventions mediated by symbolic games and interpretation of non-verbal language, enabling the work of the participant’s emotional content, aiming their autonomy’s development.

Methodology:
We developed a research of aplied nature, research-action kind, with analysis of quantitative and qualitative data. The sample was composed by 12 young adult subjects of both sexes, selected in a non-probabilistic way, by intentionality.

The PBL has basically three steps:
1) availableness of previous text for reading and studying;
2) answer a questionnaire about the text individually (stages 1 and 2 in virtual environment of learning- MOODLE, respectively);
3) answer the same questionnaire in group (in-person meeting, in this study with 3 groups- G1, G2 and G3).

It is important to underline that in this hybrid approach the performance scores are noted and summed up in the stages 2 and 3. Also, it was offered a prize for the individual answerer with the highest sum of points in both stages, as a positive reinforcement. The statistical analysis was descriptive, with measures of central tendencies (mean, mode and median) and dispersion (standard deviation, variance, maximum value, minimum value), as well as the determination of Pearson coefficient. For the qualitative part it was used a matrix of analysis for data obtained in a spontaneous report of the participants after the practical sessions of Relational Psychomotricity, which occurred concomitant to the event.

Results:
The quantitative analysis pointed average values of scoring in the individual and group stages of 80,00 points ± 16,29 and 90,67 ± 15,14, respectively. It was obtained a coefficient of Pearson correlation with r of 0,61 for the average of correct answers in 10 questions between groups. The qualitative criteria showed expressions of satisfaction and well being prevalent at the end of the experiences in Relational Psychomotricity.

Final considerations:
The results were improved in stage 3 (questionnaire group), besides homogenizing the assertive results. The improvement was multifactorial, but it was possible to underline the motivational influence of the experiences with RP, of the memory residue accumulated from one stage of the questionnaire to another, as well as the educative value of the dialog to answer the quests as a team.

Keywords:

Problem Based Learning, Relational Psychomotricity, Teaching and learning process.