Analise da prática docente na capoeira inclusiva para deficientes intelectuais no Centro AEE - Hallef Pinheiro Vasconcelos no Município de Breves – Marajó – Pará – Brasil
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Data
2015
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A Capoeira atualmente é vista didaticamente como uma ferramenta educacional, e também
como prática de cultura corporal e atividade física, entretanto, envolve direta ou
indiretamente aspectos sociais, cognitivos, afetivos e psicomotores de seus praticantes.
Desta forma, esta pesquisa propõe como objetivo geral analisar o desenvolvimento da
prática docente da Capoeira Inclusiva e suas contribuições na melhoria de aspectos sociais
de alunos deficiente intelectuais do Projeto Capoeira Inclusiva no CAEE Hallef Pinheiro
Vasconcelos localizado no município Breves-Marajó-PA, e como objetivos específicos
verificar quais destes aspectos sociais são alcançados de maneira mais expressiva pelos os
alunos na visão de seus pais e quais possibilidades e dificuldades estão presentes na
prática docente do professor do Projeto Capoeira Inclusiva. Metodologicamente, a pesquisa
é descritiva, desta forma, o instrumento usado na pesquisa de campo foi um questionário
validado por professores Doutores, destinado aos pais. A amostra foi do tipo intencional
constituída de (n=20) participantes entre gênero masculino e feminino, sendo que, com
Deficiência Intelectual a amostra foi (n=15)e com Síndrome de Down a amostra foi (n=5),na
faixa etária de 22 a 43 anos. Foi verificado como resultado principal da pesquisa que a
prática docente da Capoeira Inclusiva contribui para a melhora de 04 aspectos sociais:
inclusão social, auto-estima, cooperação e convivência humana. Conclui-se que a afinidade
do professor com os alunos e a afetividade expressada na prática docente na Capoeira
Inclusiva, são duas competências fundamentais para a obtenção de bons resultados,
sucesso de todo o trabalho.
Capoeira is currently seen didactically as an educational tool, as well as practice of physical culture and physical activity, however, involves direct or indirect social, cognitive, affective and psychomotor of its practitioners. Thus, this research proposes meant to examine the development of the teaching practice of Capoeira Inclusive and their contributions in improving social aspects of intellectual disabled students of Capoeira Inclusive Design in CAEE Hallef Pinheiro Vasconcelos located in Brief - Marajó-PA municipality, aiming also , check which of these social aspects are achieved in a more significant way by the students in view of their parents and what possibilities and difficulties are present in the teaching practice of the Inclusive Design Capoeira teacher. Methodologically, the research is descriptive in this way, the instrument used in the field research was a questionnaire validated by Doctors teachers, for parents. The sample was composed of intentional type (n = 20) participants between males and females, and with Intellectual Disabilities the sample (n = 15) and with Down syndrome the sample (n = 5), in the range age 22-43 years. It was found as the main search result that the teaching practice of Capoeira Inclusive in the parental view of intellectual disabled students contributes to the improvement of 04 social aspects: social inclusion, self-esteem, cooperation and human coexistence. And in terms of conclusion can be stated that affinity and affection with customers are two key skills for the success of all the work and guide the practice of Capoeira teacher Inclusive Design.
Capoeira is currently seen didactically as an educational tool, as well as practice of physical culture and physical activity, however, involves direct or indirect social, cognitive, affective and psychomotor of its practitioners. Thus, this research proposes meant to examine the development of the teaching practice of Capoeira Inclusive and their contributions in improving social aspects of intellectual disabled students of Capoeira Inclusive Design in CAEE Hallef Pinheiro Vasconcelos located in Brief - Marajó-PA municipality, aiming also , check which of these social aspects are achieved in a more significant way by the students in view of their parents and what possibilities and difficulties are present in the teaching practice of the Inclusive Design Capoeira teacher. Methodologically, the research is descriptive in this way, the instrument used in the field research was a questionnaire validated by Doctors teachers, for parents. The sample was composed of intentional type (n = 20) participants between males and females, and with Intellectual Disabilities the sample (n = 15) and with Down syndrome the sample (n = 5), in the range age 22-43 years. It was found as the main search result that the teaching practice of Capoeira Inclusive in the parental view of intellectual disabled students contributes to the improvement of 04 social aspects: social inclusion, self-esteem, cooperation and human coexistence. And in terms of conclusion can be stated that affinity and affection with customers are two key skills for the success of all the work and guide the practice of Capoeira teacher Inclusive Design.
Descrição
Orientação: Maria Eduarda M. Pires ; co-orientação: Ricardo Figueiredo Pinto
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, PRÁTICAS EDUCATIVAS, DEFICIÊNCIA INTELECTUAL, CAPOEIRA, INCLUSÃO ESCOLAR, ESTUDOS DE CASO, BRASIL, PARÁ, EDUCATION, EDUCATIONAL PRACTICES, SIGNIFICANT DISABILITY, CAPOEIRA, SCHOOL INCLUSION, CASE STUDIES, BRAZIL, PARÁ