Title:	Mediação docente na Educação Física em classes especiais do Distrito Federal : experiências de aprendizagem para alunas com transtorno do espectro autista (TEA)
Authors:	Carolino, Marcella da Silva
Orientador(es)::	Rezende, Alexandre Luiz Gonçalves de
Assunto::	Mediação pedagógica Docentes Psicomotricidade Educação física escolar Programa Educação com Movimento (PECM) Transtorno do Espectro Autista
Issue Date:	26-Feb-2024
Data de defesa::	7-Oct-2023
Citation:	CAROLINO, Marcella da Silva. Mediação docente na Educação Física em classes especiais do Distrito Federal: experiências de aprendizagem para alunas com transtorno do espectro autista (TEA). 2023. 125 f., il. Dissertação (Mestrado Profissional em Educação Física em Rede Nacional) — Universidade de Brasília, Brasília, 2023.
Abstract:	In public elementary schools in the Federal District, according to a specific psychopedagogical recommendation, students with disabilities are provided with special classes. The inclusion of Physical Education in the Early Years, in turn, is part of a program that aims to provide guidelines that expand 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 for quality care for people with disabilities. To contribute to the construction of teaching knowledge that helps guide teachers, we conducted qualitative pedagogical research, with the aim of analyzing the possibilities of educational flexibility in teaching mediation based on the concepts of mediation cycle (Vygotsky, 1991) and experience of mediated learning (Feuerstein; Feuerstein; Falik, 2014). The methodological path comprises: (a) the description of the Educational Scenario, with data from the sociocultural and institutional context where the educational practice is inserted, and the people involved; (b) the Class Diary of the execution of a Didactic Unit, based on the principles of psychomotricity, to assist two students, aged 17 and 18, with Autistic Spectrum Disorder (ASD) with the need of very substantial support. Reflections on educational practice range from diagnostic assessment and the development of didactic planning to educational situations experienced by the teacher with the students and the results, in terms of learning, for the students and the teacher. It was concluded that teaching mediation can promote the learning of students with ASD when the teacher is responsible for considering the intentionality and reciprocity of their students in making teaching actions more flexible. We believe in learning that results from students' access to cultural signs present in playful bodily practices, intentionally constructed in a dialogical way through the teacher's teaching mediation. In this way, we intend to contribute to reflection on the possibilities of new proposals for teaching mediation for school Physical Education in serving students with ASD enrolled in special classes.
metadata.dc.description.unidade:	Faculdade de Educação Física (FEF)
Description:	Dissertação (mestrado) — Universidade de Brasília, Faculdade de Educação Física, Programa de Pós-Graduação em Educação Física em Rede Nacional, Mestrado Profissional, 2023.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação Física em Rede Nacional, Mestrado Profissional
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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