Banca de DEFESA: SANDRA FERREIRA TAVARES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : SANDRA FERREIRA TAVARES
DATA : 31/07/2019
HORA: 14:30
LOCAL: Sala 06_PPGEF
TÍTULO:

BODY AND THE IMPLICATION OF PSYCHOMOTIVE FACTORS IN READING AND WRITING LEARNING DIFFICULTIES: PSYCHOMOTRICITY CONTRIBUTIONS IN AN INCLUSIVE PERSPECTIVE

PALAVRAS-CHAVES:

Motor Activity; Body; Psychomotor Development; Reading Development Difficulties; Inclusion.

PÁGINAS: 53
GRANDE ÁREA: Ciências da Saúde
ÁREA: Educação Física
RESUMO:

Introduction: Several factors have been delineated as the cause of Reading and Writing (AD) Learning Difficulties, among them the Bodily Disorders in the most diverse aspects and levels, that is, some psychomotor factors are deviant or does not have its maturation to content with their chronological age. Adequate bodily training has to be done to form a healthy and fully developing adult. In the meantime, Psychomotricity plays a fundamental role, working both in prevention and intervention, which envisage a healthy and disorderly development of children. It is in the multidisciplinarity that will have a more adequate infantile formation in analogy to the body with its psychomotor factors and the Learning Difficulties (AD). In this perspective, this approach is justified by its relevance, both for related areas and in general, which need basing and suggestions to deal with the situations put into daily life. Concerning the contributions of Psychomotricity in childhood as an intervention practice in children with Difficulties of reading and writing learning, so that they can be included in the school context, mainly within the classroom. Objective: What contributions to psychomotricity, by means of psychomotor interventions (psychomotricity sessions), can contribute to the inclusion of children with learning difficulties in reading and writing, and their influence to better organize and maturation of psychomotor factors in relation to their corporeity? Methodology: A Research Action of a basic nature, descriptive and exploratory with a qualitative approach will be used, with a non-probabilistic sample. Collection instruments: Anamnesis was used, with the parents, to know a little of the child's history; semistructured questionnaires applied to teachers of the public school where the project was developed, to gather information about the student's learning difficulties; the application of Vitor da Fonseca's Psychomotor Battery before and after psychomotor interventions (psychomotricity sessions), to evaluate the psychomotor factors in order to investigate whether there was a maturation of the psychomotor factors; Rosa Neto School Development Scale, to measure the level of reading and writing of students with Learning Difficulties of reading and writing, as well as spontaneous and reflective report; photos and videos during psychomotor sessions. Psychomotricity sessions consisting of 8 children, from the 4th year B, of Elementary School I, consisting of 2 (two) female and 6 (six) male students who had Learning Difficulties of Reading and writing. The psychomotricity sessions were done twice a week, totaling 7 sessions, during a month and a half; with the intention of verifying the contributions of psychomotricity and determining where the progress is greatest, registering everything for analysis through photos and filming. Results: It was observed by means of the anamnesis that parents' schooling is low, some did not study, others did until Elementary School I or II incomplete and have a low family income. In gestation 2 mothers had a calm and healthy pregnancy, while the other 6 had a troubled pregnancy due to illness and aggression during pregnancy. All the children presented with impairment in their motor development, in terms of head firing, sitting without support, rolling, crawling, walking, talking; or did late or skipped the stage. In the first Psychomotor Battery, 7 students exhibited Scaphy Psychomotor Profile, with slight and specific Learning Difficulties, only 1 student showed Normal Psychomotor Profile. In the School Development Handbook, to find out the Difficulties of Reading and Writing Learning, the following was found, only 1 student was able to complete almost all levels of the test, except for spontaneous writing; the other 7 fell short of their chronological age, meaning that they have difficulty reading, interpreting texts and writing, especially spontaneous writing. The second questionnaire teacher responded that all students are at the syllabic level and are totally dependent on solving activities. After the psychomotricity sessions, a new Psycho-Mechanical Battery was developed, through which the students showed a growth in their psychomotor factors, from the Spratic Profile that is 13 points, to the Normal Profile ranging from 14 to 21 points. Conclusion: It can be concluded that psychomotricity as a pedagogical resource through play and symbolic play provides the child with a pleasurable learning, making it possible to offer a set of new proposals within the school, since learning through movement involves relationships between body and psychomotor factors occurring a maturation in them, and it was possible to perceive in the children a change of Psychomotor Profile.

MEMBROS DA BANCA:
Presidente - 396726 - JONATAS DE FRANCA BARROS
Interno - 1278591 - AGUINALDO CESAR SURDI
Interno - 1659071 - MARCIO ROMEU RIBAS DE OLIVEIRA
Externo à Instituição - PAULO HENRIQUE AZEVEDO - UnB
Externo à Instituição - HELIO FRANKLIN RODRIGUES DE ALMEIDA - UNIR