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A expressão dramática e o desenvolvimento emocional no 1º Ciclo do Ensino Básico: Estudo de caso de uma criança com Perturbações do Espetro do Autismo (PEA)
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Atualmente, no panorama da educação tem-se verificado um aumento do
número de diagnósticos de crianças com Perturbação do Espetro do Autismo (PEA). Esta
realidade exige que as instituições educativas e os professores estejam cada vez mais
preparados para lidar com estas crianças e desenvolver estratégias que favoreçam a sua
inclusão nas salas de aula.
O presente relatório expõe uma revisão da literatura sobre a PEA e o potencial
das expressões dramáticas como estratégia para promover a inclusão e o
desenvolvimento emocional destas crianças.
Com o intuito de aferir o modo como as expressões dramáticas podem contribuir
para os objetivos enunciados, foram recolhidos dados para análise, implementadas três
atividades de expressão dramática numa turma do 4.º ano do Ensino Básico. Estas
atividades foram planificadas para fomentar a comunicação verbal e não verbal entre os
alunos, tendo como principal objetivo refletir sobre a relevância da expressão dramática
em contextos educativos inclusivos.
Adicionalmente, foi realizada uma entrevista à psicóloga Ana Timóteo, que
contribuiu com uma perspetiva técnica e científica, ajudando a clarificar questões
surgidas ao longo da leitura e do tratamento da informação recolhida. Com base nos
dados recolhidos e na observação das sessões, foi possível iniciar um processo de análise
e reflexão sobre a articulação entre a teoria estudada e a prática vivenciada.
Embora o trabalho desenvolvido neste âmbito se tenha baseado em três sessões,
que claramente não permite chegar a generalizações, destacam-se alguns resultados
relevantes: (i) um elevado empenho por parte de todos os alunos, (ii) o envolvimento da
criança com PEA, apesar de algumas dificuldades de interação com o grupo, (iii) a
comunicação e a recetividade com a qual todos partilharam entre si as atividades.
Conclui-se que este relatório pode representar um contributo relevante para a prática
profissional e um incentivo à realização de futuras investigações nesta área, cuja
importância é cada vez mais reconhecida.
Currently, in the context of portuguese education, there has been a significant increase in the number of diagnoses of children with Autism Spectrum Disorder (ASD). This reality demands that educational institutions and teachers become increasingly prepared to respond to the specific needs of these children and to develop strategies that promote their inclusion in the classroom. This report presents a literature review on ASD and explores the potential of dramatic expression as a strategy to foster inclusion and emotional development in these children. In order to provide a more practical perspective and collect data for analysis, three dramatic expression activities were implemented in a 4th-grade class of primary education. These activities were designed to promote both verbal and non-verbal communication among students, with the main objective of reflecting on the relevance of dramatic expression in inclusive educational settings. Additionally, an interview was conducted with the psychologist Ana Timóteo, who contributed a technical and scientific perspective, helping to clarify issues that arose throughout the research and data analysis process. Based on the data collected and the observation of the sessions, it was possible to begin a process of reflection on the connection between the theoretical framework and the practical experience. Although this is a master's-level project with only three sessions, limiting the possibility of generalisation, some relevant outcomes were observed: students showed high levels of engagement, particularly the child with ASD, who appeared involved, communicative, and willing to share with peers. Despite some challenges in peer interaction, the student remained actively involved throughout the activities. It is concluded that this report may represent a relevant contribution to professional practice and an encouragement for further research in this increasingly important field.
Currently, in the context of portuguese education, there has been a significant increase in the number of diagnoses of children with Autism Spectrum Disorder (ASD). This reality demands that educational institutions and teachers become increasingly prepared to respond to the specific needs of these children and to develop strategies that promote their inclusion in the classroom. This report presents a literature review on ASD and explores the potential of dramatic expression as a strategy to foster inclusion and emotional development in these children. In order to provide a more practical perspective and collect data for analysis, three dramatic expression activities were implemented in a 4th-grade class of primary education. These activities were designed to promote both verbal and non-verbal communication among students, with the main objective of reflecting on the relevance of dramatic expression in inclusive educational settings. Additionally, an interview was conducted with the psychologist Ana Timóteo, who contributed a technical and scientific perspective, helping to clarify issues that arose throughout the research and data analysis process. Based on the data collected and the observation of the sessions, it was possible to begin a process of reflection on the connection between the theoretical framework and the practical experience. Although this is a master's-level project with only three sessions, limiting the possibility of generalisation, some relevant outcomes were observed: students showed high levels of engagement, particularly the child with ASD, who appeared involved, communicative, and willing to share with peers. Despite some challenges in peer interaction, the student remained actively involved throughout the activities. It is concluded that this report may represent a relevant contribution to professional practice and an encouragement for further research in this increasingly important field.