A criança com síndrome de Moebius na educação infantil: inclusão, aprendizagem e desenvolvimento
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Data
2020-12-01
Autores
Bravo, Dirlan de Oliveira Machado
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Editor
Universidade Federal do Espírito Santo
Resumo
This research aimed to analyze the inclusion, learning and the development processes of a child with Moebius syndrome in early childhood education. As specific objectives, we sought to weave understandings and notes on the concepts of inclusion, early childhood education, childhood that emerges from the daily routine of early childhood education; also, to comprehend Vygotsky's theory and its relationship with the central problem of the study; to analyze the pedagogical practice focused on the process of inclusion, learning and development of children with Moebius Syndrome in early childhood education as well. Regarding the development of this research, we decided to assume the theoretical-philosophical assumptions of the socio-historical approach, based on the theoretical contributions of Vigotski, who conceived the subject as possessing history and culture, capable of producing and reproducing society and new knowledge, respecting the individuality and subjectivity of the other and of himself. With the purpose of achieving the proposed objectives, a qualitative approach and a case study were the methodology used, since this type of study is concerned with studying man as a body and mind unit, being both a biological and human species and a participant in the historical process. As procedures for data production, participant observation, a semi-structured interview, video recording,a photography (image) and a field diary were used as devices. This study had as a loci of research a Child Education Center located in the city of Cariacica / ES. The subjects of this study were : a four-year-old child with a clinical diagnosis of Moebius syndrome, the teacher, the collaborating teacher of inclusive actions, the Arts teacher, the Physical Education teacher, the child's mother and the school principal. It was in the moments of investigation of data production that the analyzes of the categories emerged, showing that children with rare syndromes, as Moebius, from the lived / established relationships between the pedagogical practices through mediation that occur in the social sphere point out for the cultural development of this child, that interpersonal relationships regarding the development of the human psyche made it possible to perceive desires, such as respect, affection, friendship for each other, necessary feelings for mediation and the constitution of educational practices to occur ; games are essential for learning and development and that it bases social and cognitive advances, and that child protagonism makes the child develop his/her personal identity, thus building their social world. Taking into account the general objective, it is emphasized here that the processes of inclusion, learning and development of a child with Moebius syndrome arises from the result of the combination of the subject's background with the social environment, the mediation performed, the adaptations for teaching that touch new / other possibilities of thinking and developing pedagogical practices. Based on this concreteness, we can assume that children with rare syndromes, as Moebius, can learn and develop like any other children and when the educational setting is thought and planned for inclusion, learning and development happen in an equitable way associated with education objectives, which in the case of this thesis, in early childhood education. Finally, the study revealed that when the early childhood education school and its professionals understand that the child's assimilation of knowledge depends on challenging, motivating, thought-provoking and creative stimuli, it is possible that the subject is conjectured as a social being that produces and reproduces stories, culture and knowledge.
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Aprendizagem e desenvolvimento , Educação infantil , Síndrome de Moebius , Teoria de Vigotski , Prática pedagógica