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Publication
Atividades práticas com as artes no contexto da inclusão: um estudo de caso aluna com perturbação do desenvolvimento intelectual
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 34252 | 2.33 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O propósito deste estudo é analisar e compreender a realidade, de uma aluna com Perturbação do Desenvolvimento Intelectual e refletir sobre uma forma eficaz para orientar, estimular, aperfeiçoar e potenciar as suas competências, em atividades práticas através das artes, como um contributo para a obtenção de resultados positivos, no sentido da sua inclusão pós-escolar.
No âmbito da disciplina de Expressões, componente do Currículo Individual e Específico da aluna, criou-se um plano de intervenção apoiado numa estratégia de investigação, com base nas expectativas atuais e futuras da aluna, da individualização, flexibilização e funcionalidade do seu currículo individual, com o objetivo de preparar a aluna para a transição para a sua vida pós-escolar.
A metodologia adotada, de investigação-ação, em contexto de sala de aula, na disciplina de Expressões/Artes, baseou-se na exploração de material que pode ser reciclado para criar novos e úteis objetos de uso diário. Pretendeu-se com os dados obtidos revelar potencialidades da aluna e desenvolver competências funcionais e a sua autoestima.
O presente estudo de caso, qualitativo, analisa os resultados de aplicação de um projeto de investigação-ação, tendo também com o objetivo científico observar, num contexto restrito, a inclusão desta aluna com Perturbação do Desenvolvimento Intelectual.
No estudo foram utilizados diferentes métodos de recolha de dados e informação: diário de bordo, observações e registos do investigador.
Concluiu-se que as atividades práticas com as artes promoveram a autoestima da aluna e, pelo facto de terem um carácter mais lúdico, tornaram mais apelativas as aprendizagens e contribuíram para a socialização com os seus pares e, por consequência, constituíram um meio facilitador de inclusão na vida escolar e após escola.
The purpose of this study is to understand the contribution of practical activities with the arts, in a functional curriculum, to the creative capacity of a student with Intellectual Development Disorder, which educational responses can be found in the sense of encouraging the student to develop autonomously the creative capacities that are feasible in post-school life. Within the subject of Expressions, component of the Individual and Specific Curriculum of the student, an intervention plan was created with a research strategy, based on the student's current and future expectations, the individualization, flexibility and functionality of her individual curriculum, with the aim of preparing the student for the transition to her post-school life. The methodology adopted, of research-action, at the classroom context, in the subject of Expressions / Arts, was based on the exploration of the material that can be recycled to create new and useful objects for daily use. It was intended with the obtained data to reveal the potentialities of the student and to develop functional competences and their self-esteem. The present qualitative case study analyzes the results of applying a research-action project, with the scientific objective of observing, in a restricted context, the inclusion of a student with Intellectual Development Disorder. Different methods of data collection were used in the study: logbook, observations and researcher’s records. It was concluded that the practical activities with the arts promoted the self-esteem of the student, because they are more playful, more appealing to learning and contribute to the socialization with their peers and, consequently, a facilitating inclusion in school life and after school.
The purpose of this study is to understand the contribution of practical activities with the arts, in a functional curriculum, to the creative capacity of a student with Intellectual Development Disorder, which educational responses can be found in the sense of encouraging the student to develop autonomously the creative capacities that are feasible in post-school life. Within the subject of Expressions, component of the Individual and Specific Curriculum of the student, an intervention plan was created with a research strategy, based on the student's current and future expectations, the individualization, flexibility and functionality of her individual curriculum, with the aim of preparing the student for the transition to her post-school life. The methodology adopted, of research-action, at the classroom context, in the subject of Expressions / Arts, was based on the exploration of the material that can be recycled to create new and useful objects for daily use. It was intended with the obtained data to reveal the potentialities of the student and to develop functional competences and their self-esteem. The present qualitative case study analyzes the results of applying a research-action project, with the scientific objective of observing, in a restricted context, the inclusion of a student with Intellectual Development Disorder. Different methods of data collection were used in the study: logbook, observations and researcher’s records. It was concluded that the practical activities with the arts promoted the self-esteem of the student, because they are more playful, more appealing to learning and contribute to the socialization with their peers and, consequently, a facilitating inclusion in school life and after school.
Description
Keywords
Perturbação do desenvolvimento intelectual Diferenciação curricular Inclusão Intellectual development disorder Curricular differentiation Inclusion