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Publication
O contributo da dança na assimilação da lateralidade em crianças com dislexia
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 11.03 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Esta investigação teve como objetivo compreender de que modo o contributo da dança pode beneficiar a consciencialização da assimilação da lateralidade em crianças com dislexia, uma vez que é de extrema importância que os alunos se envolvam em atividades de movimento afim de poderem construir um guia de conceitos essenciais estimuladores ao seu desenvolvimento intelectual.
O estudo foi realizada com dois alunos, diagnosticados com dislexia, que frequentavam uma turma de terceiro ano, numa escola do primeiro ciclo do ensino básico, localizada numa zona alta do concelho do Funchal. Ambos estão abrangidos pelo Decreto Legislativo Regional 33/2009/M, de 31 de Dezembro, desde o ano letivo 2015/16.
Foi adotada uma metodologia qualitativa, baseada num estudo caso. Utilizaram-se vários instrumentos de recolha de dados para a sua execução, nomeadamente a técnica de observação participante, as notas, o diário de campo e a grelha de observação da dança, que registava o desempenho dos alunos na dança. Foram selecionadas quatro danças extraídas do livro “Dançar na Escola” musicadas e coreografadas por Padovan (2016). Para a avaliação de cada dança, foram efetuadas três sessões de repetição.
Podemos aferir que foi pertinente promover esta prática com este grupo, como estratégia de ensino para ajudar e corrigir dificuldades inerentes à assimilação da lateralidade. Conclui-se que os alunos foram melhorando progressivamente o seu desempenho e atingiram o objetivo proposto. Esta atividade extrapolou o objetivo inicial, ao proporcionar momentos de consciencialização de aprendizagem em grupo, incentivando melhorias na relação entre pares, baseadas no respeito, na interação e na construção partilhada de saberes e de competências sociais e afetivas.
This research aimed to understand how the contribution of dance can benefit the awareness of the assimilation of laterality in children with dyslexia, since it is extremely important that students engage in movement activities in order to build a guide of concepts for your intellectual development. The research was carried out with two students with the diagnosis of dyslexia, who attend the therd grade, in a primary school, located in a high area of the municipality of Funchal. Both are covered by Regional Legislative Decree 33/2009/M, on 31st of December, since the 2015/16 school year. For this a qualitative methodology was adopted based on a case study. A number of data collection instruments were used for their implementation, namely the participant observation technique, the notes and the field diary and the dance observation and evaluation grid, which recorded the students` performance in dance. Four dances were selected from the book "Dancing in the School" musiced and choreographed by Padovan (2016). For each dance evaluation, three repetition sessions were performed. We can see that it was pertinent to promote this practice with this group, as a teaching strategy to help and correct difficulties inherent in the assimilation of laterality. It was concluded that the students were progressively improving their performance and reached the proposed objective. We can also say that dance went beyond the initial goal by providing moments of awareness of group learning, encouraging improvements in peer relations, based on respect, interaction and shared construction of knowledge and social and affective skills.
This research aimed to understand how the contribution of dance can benefit the awareness of the assimilation of laterality in children with dyslexia, since it is extremely important that students engage in movement activities in order to build a guide of concepts for your intellectual development. The research was carried out with two students with the diagnosis of dyslexia, who attend the therd grade, in a primary school, located in a high area of the municipality of Funchal. Both are covered by Regional Legislative Decree 33/2009/M, on 31st of December, since the 2015/16 school year. For this a qualitative methodology was adopted based on a case study. A number of data collection instruments were used for their implementation, namely the participant observation technique, the notes and the field diary and the dance observation and evaluation grid, which recorded the students` performance in dance. Four dances were selected from the book "Dancing in the School" musiced and choreographed by Padovan (2016). For each dance evaluation, three repetition sessions were performed. We can see that it was pertinent to promote this practice with this group, as a teaching strategy to help and correct difficulties inherent in the assimilation of laterality. It was concluded that the students were progressively improving their performance and reached the proposed objective. We can also say that dance went beyond the initial goal by providing moments of awareness of group learning, encouraging improvements in peer relations, based on respect, interaction and shared construction of knowledge and social and affective skills.
Description
Keywords
Dança Assimilação Lateralidade Dislexia Dance Assimilation Laterality Dyslexia