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Perceção das crianças de Educação Pré-escolar acerca dos seus pares com perturbações do desenvolvimento
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| 1.68 MB | Adobe PDF |
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Abstract(s)
Atualmente a inclusão assume um grande protagonismo na vida da criança “diferente” e no sistema escolar. Independentemente dos problemas ou deficiência, a inclusão é um direito de todas as crianças. Perante este tema, parece-nos fundamental saber o que pensam as crianças de Educação Pré-escolar sobre as crianças “diferentes” que estão nas suas salas e qual o seu contributo para a inclusão.
Neste sentido, a presente dissertação tem como principal objetivo perceber qual a perceção de crianças de Educação Pré-escolar em relação a crianças com Perturbação do Desenvolvimento, qual o contributo que poderão ter para inclusão bem-sucedida dessas crianças e qual o papel dos educadores na inclusão. Neste sentido pretende-se avaliar a opinião das crianças e dos educadores relativamente ao tema.
Para obter os resultados foram aplicados os seguintes instrumentos: entrevistas a 9 crianças, entrevista à Educadora responsável da sala, realização de 23 testes sociométricos, observação prévia da sala e das rotinas e também uma observação direta à criança com Perturbação do Desenvolvimento em contexto de sala de aula.
Os resultados demonstraram que as crianças da sala em estudo identificam e têm noção das características específicas da criança com Perturbação do Desenvolvimento e demonstram carinho, amizade e ajuda diariamente. Constatamos que o papel dos pares e da Educadora é muito importante para a inclusão das crianças, assim como a organização e ambiente dentro da sala. Através da observação, verificámos que é realizado um trabalho de inclusão, que há interação entre as crianças e que o contexto é facilitador da inclusão e aprendizagem das crianças.
Currently inclusion takes a major role in the life of the "different" child and in the school system. Regardless of problems or disability, inclusion is a right of all children. Faced with this theme, it seems essential to us to know what pre-school children think about the "different" children who are in their classrooms and what their contribution to inclusion is. In this sense, this dissertation has as main objective to understand the perception of children of preschool education in relation to children with Development disorder, what contribution they may have in the inclusion of these children and what role educators in their inclusion. In this sense, it is intended to evaluate the opinion of children and educators on the subject. To obtain the results, the following instruments were applied: interviews with 9 children, interview with the teacher in charge of the room, 23 sociometric tests, prior observation of the room and routines and also a direct observation to the child with Development disorder in a classroom context. The results showed that the children in the study room identify and have a notion of the specific characteristics of the child with Development disorder and demonstrate affection, friendship and help daily. We found that the role of peers and the Educator is very important for the inclusion of children, as well as the organization and environment within the room. Through observation, we verified that inclusion work is carried out, that there is interaction between children and that the context facilitates the inclusion and learning of children.
Currently inclusion takes a major role in the life of the "different" child and in the school system. Regardless of problems or disability, inclusion is a right of all children. Faced with this theme, it seems essential to us to know what pre-school children think about the "different" children who are in their classrooms and what their contribution to inclusion is. In this sense, this dissertation has as main objective to understand the perception of children of preschool education in relation to children with Development disorder, what contribution they may have in the inclusion of these children and what role educators in their inclusion. In this sense, it is intended to evaluate the opinion of children and educators on the subject. To obtain the results, the following instruments were applied: interviews with 9 children, interview with the teacher in charge of the room, 23 sociometric tests, prior observation of the room and routines and also a direct observation to the child with Development disorder in a classroom context. The results showed that the children in the study room identify and have a notion of the specific characteristics of the child with Development disorder and demonstrate affection, friendship and help daily. We found that the role of peers and the Educator is very important for the inclusion of children, as well as the organization and environment within the room. Through observation, we verified that inclusion work is carried out, that there is interaction between children and that the context facilitates the inclusion and learning of children.
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Keywords
inclusão pares Perturbação do Desenvolvimento interação social educadores inclusion peers Development disruption social interaction educators