Banca de DEFESA: Marcella da Silva Carolino

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Marcella da Silva Carolino
DATE: 30/09/2023
TIME: 08:00
LOCAL: Ambiente Virtual
TITLE:

Teacher mediation in Physical Education in special classes in the Federal District: learning experiences for students withautism spectrum disorder (ASD)

KEY WORDS:

Teacher mediation. Mediated Learning Experiences (MLE). Psychomotricity. Special Physical Education. Special classes. Autism Spectrum Disorder (ASD).

PAGES: 116
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

In the public schools of the Early Years of the Federal District, according to a specific psycho-pedagogical recommendation, the service of students with disabilities in a special class persists. The insertion of Physical Education in the Early Years, in turn, is part of a program that aims to provide guidelines that expand the students' bodily experiences. However, schools that have, at the same time, a special class and the Education with Movement Program, lack guidelines that provide pedagogical support to quality care for people with disabilities. In order to contribute to the construction of teaching knowledge that helps guide teachers, we carried out a qualitative pedagogical research, with the objective of analyzing the possibilities of educational flexibility of teaching mediation, based on the concepts of mediation cycle (Vygotsky, 1991) and mediated learning experience (Feuerstein, 2014). The methodological path comprises: (a) the description of the Educational Scenario, with data on the sociocultural and institutional context where the educational practice is inserted, and on the people involved; (b) the Class Diary of the implementation of a Didactic Unit, based on the principles of psychomotricity, for the care of two students with Autistic Spectrum Disorder (ASD), aged 17 and 18, in need of very substantial support. The reflections on the educational practice range from the diagnostic evaluation, the elaboration of the didactic planning to the educational situations experienced by the teacher with the students and their results in terms of learning, for the students and for the teacher. We conclude that teacher mediation is capable of favoring the learning of students with ASD when the teacher is responsible for considering the intentionality and reciprocity of her students in the flexibility of teaching actions. We believe in the learning that results from the students' access to the cultural signs present in ludic bodily practices, intentionally constructed in a dialogical way by the teacher's teaching mediation. In this way, we intend to contribute to reflection on the possibilities of new proposals for teacher mediation for school Physical Education in assisting students with ASD enrolled in special classes.

COMMITTEE MEMBERS:
Interno - 1747203 - ALEXANDRE JACKSON CHAN VIANNA
Presidente - 1197997 - ALEXANDRE LUIZ GONCALVES DE REZENDE
Externa à Instituição - ERENICE NATALIA SOARES DE. CARVALHO - UNICEUB
Interno - 1807734 - JONATAS MAIA DA COSTA