Name: Lindomar dos Reis Shimoda
Type: MSc dissertation
Publication date: 29/10/2020
Advisor:

Namesort descending Role
Antonio Carlos Moraes Advisor *

Examining board:

Namesort descending Role
Admilson Santos External Examiner *
Ana Carolina Capellini Rigoni Internal Examiner *
Antonio Carlos Moraes Advisor *
José Francisco Chicon External Examiner *

Summary: This study seeks to understand the practices of inclusion in Physical Education classes for the interaction of a student with Down Syndrome in activities proposed by an intervention research that aimed to teach the contents Popular Games and Games with a class of the 6th year of Zaira Manhães de Andrade State Elementary School - Cariacica / ES. The objective was to investigate the teaching practice developed in Physical Education classes for the inclusion of this student in order to identify his difficulties and possibilities of interaction in the teaching activities proposed by the teacher-researcher. For this, a pedagogical intervention proposal was developed with a set of twenty-four classes. From the observation, it was analyzed how the learning of the cognitive, motor and affective-social behavior of the student developed, with the purpose of reflecting on the student's resourcefulness, his interaction with the class and with the Physical Education teacher. The theoretical methodological path chosen was the qualitative approach, through the Case Study. The data collection procedures were the participant observation of the classes performed by the teacher-researcher and the registration in the Field Diary. Data analysis was based on the concepts of development of physical, motor, cognitive and social affective aspects of Rodrigues (2015), Werneck (1993) Pueschel (1993); in the concept of pedagogical interaction practices by Drago and Rodrigues (2008), Sassaki (1997) and Mantoan (2003, 2005); and the concept of inclusion practices in Physical Education classes by Soares et al. (1992), Freitas and Cidade (2002), Lara and Pinto (2017). According to the observation of the student's participation, it was concluded that the teaching strategies developed for their inclusion in the Education classes were quite successful, because they helped in the learning process, in the improvement in the cognitive, motor and affective-social aspects, as well as in the interaction with the class and the teacher, promoting unity, cooperation and improving the relationship of friendship and mutual respect.

Keywords: Down Syndrome; Physical Education; inclusion; Popular Games and Jokes.

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