Corpo e escrita: a grafomotricidade na educação infantil
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2013
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A dissertação “Corpo e escrita: a grafomotricidade na educação infantil” tem por objeto de estudo o desenvolvimento psicomotor e a grafomotricidade sendo essa um dos aspectos preponderantes para à aquisição da escrita. Para tanto, contou-se com um grupo de seis crianças na faixa etária entre 5 e 6 anos de idade integrantes do nível V da educação infantil. A investigação recorreu aos princípios da pesquisa participante nos conformes da abordagem qualitativa, na qual se pode observar e acompanhar o desempenho psicomotor das crianças através da relação teoria/prática da psicomotricidade. Assim, foi possível entender a complexidade que envolve corpo, desenvolvimento psicomotor, cognição e psique como princípios que unificam o ser humano, possibilitando à criança apropriar-se das aquisições psicomotoras, principalmente a grafomotricidade. A abordagem teve como referencial teórico as obras de Acouturie (2007), Boscaini(1998), Fonseca (2008), Levin (2002), Le Boulch (2001), Ferreira(2008) , Piaget(1973), Oliveira (2010) Kramer (2009), Vygotsky (1996), entre outros. Com esse cenário, podem-se apresentar três pontos fundamentais: o princípio da educação infantil no Brasil, corpo e desenvolvimento psicomotor como pressuposto da grafomotricidade, escrita e aprendizagem a partir da concepção da psicomotricidade e da educação e seus efeitos no desenvolvimento infantil. Através dos recursos metodológicos da psicomotriciade pudemos constatar que ocorreu evolução no desenvolvimento psicomotor e grafomotor das crianças colaboradoras.
The dissertation "Body and writing: the graphomotricity in early childhood education" aims to study the psychomotor development and graphomotricity, which is one of the compelling aspects to the acquisition of writing. To do so, a group of six children aged between 5 and 6 years old, members of the 5th level of early childhood education, was selected. The investigation used the principles of the research participant according to the qualitative approach, in which one can observe and follow the psychomotor performance of the children through the relation theory/practice of psychomotricity. Thus, it was possible to understand the complexity that involves body, psychomotor development, cognition and psyche as principles that unify the human being, enabling the child to take ownership of the psychomotor acquisitions, mainly graphomotricity, which is responsible for writing acquisition. The approach had as theoretical references, works by Acouturier, Levin, Fonseca Boscaini, Le Boulch, Ferreira, Piaget, Oliveira, Kramer, Vygotsky, among others. In this scenario, three fundamental points can be presented: the principle of child education in Brazil, body and psychomotor development as assumption of graphomotricity, writing and learning from the conception of psychomotricity and education and its effects on child development. Through methodological psychomotricity resources we established that evolution occurred in the psychomotor and graphomotor development of collaborators children.
The dissertation "Body and writing: the graphomotricity in early childhood education" aims to study the psychomotor development and graphomotricity, which is one of the compelling aspects to the acquisition of writing. To do so, a group of six children aged between 5 and 6 years old, members of the 5th level of early childhood education, was selected. The investigation used the principles of the research participant according to the qualitative approach, in which one can observe and follow the psychomotor performance of the children through the relation theory/practice of psychomotricity. Thus, it was possible to understand the complexity that involves body, psychomotor development, cognition and psyche as principles that unify the human being, enabling the child to take ownership of the psychomotor acquisitions, mainly graphomotricity, which is responsible for writing acquisition. The approach had as theoretical references, works by Acouturier, Levin, Fonseca Boscaini, Le Boulch, Ferreira, Piaget, Oliveira, Kramer, Vygotsky, among others. In this scenario, three fundamental points can be presented: the principle of child education in Brazil, body and psychomotor development as assumption of graphomotricity, writing and learning from the conception of psychomotricity and education and its effects on child development. Through methodological psychomotricity resources we established that evolution occurred in the psychomotor and graphomotor development of collaborators children.
Descrição
Orientação: Leonardo Manuel das Neves Rocha ; co-orientação: Maria
Odete Emygdio da Silva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INFANTIL, DESENVOLVIMENTO PSICOMOTOR, ESCRITA, EDUCATION, CHILD EDUCATION, PSYCHOMOTOR DEVELOPMENT, WRITING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO