Banca de DEFESA: MARYANA PRYSCILLA SILVA DE MORAIS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARYANA PRYSCILLA SILVA DE MORAIS
DATA : 04/09/2017
HORA: 09:30
LOCAL: Sala 06_PPGEF_DEF_UFRN
TÍTULO:

RELATIONAL PSYCHOMOTRICITY AS EDUCATIONAL PRACTICE FOR THE INCLUSION OF TEENS WITH INTELLECTUAL DEFICIENCY IN SCHOOL PHYSICAL EDUCATION

PALAVRAS-CHAVES:

School Physical Education, Relational Psychomotricity, Inclusion, Intellectual Disability

PÁGINAS: 168
GRANDE ÁREA: Ciências da Saúde
ÁREA: Educação Física
RESUMO:

Introduction: Relational Psychomotricity (PR) was developed in the 1970s by French physical education teachers André Lapierre and Bernard Aucouturier. It is an educational practice that uses symbolic play in the action of spontaneous play for the integral development and autonomy of the subject. Objective: To analyze the process of inclusion of people with intellectual disabilities in school physical education, through the PR educational practice. Methodology: This is an action research carried out with a group of 36 students from the 7th year of elementary school in a municipal public school in Natal-RN, three of whom are intellectually deficient, selected in a non-probabilistic manner, for convenience. The research instruments were 1 SONY Cyber-shot digital camera, 2 NG-100 sports digital NAVCITY camcorders, Sampaio anamnesis (2010), spontaneous reports and reflective reports. Eight physical education classes were held, with the symbolic play of the PR, once a week, during a two-month term. We performed a qualitative analysis of the data, including classification and analysis during data collection, analysis and categorization, and interpretation and theoretical construction. Results: In the eight classes the inclusive process happened gradually in a non-directive way, illustrated in the photographs and audiovisual. The students were able to perceive inclusion and experience it. In the spontaneous and reflexive reports of the teachers, the inclusion happened spontaneously, not directive. Regarding the students' spontaneous reports, the content lived by the students with intellectual disability in the relationship with the other colleagues and teachers was expressed. Students with intellectual disabilities expressed their relationship with each other and with objects through graphics. Conclusion: The PR approach as an educational practice in physical education classes enabled the inclusion of students with intellectual disabilities, allowing students to accept differences and understanding the relevance of the inclusive process.

MEMBROS DA BANCA:
Presidente - 396726 - JONATAS DE FRANÇA BARROS
Interno - 1278591 - AGUINALDO CESAR SURDI
Externo à Instituição - Hélio Franklin Rodrigues de Almeida - UNIR