Educação física, linguagem e inclusão : o hip hop como ferramenta de humanização e produção cultural de jovens e adultos com deficiência intelectual e autismo
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Data
2019-07-02
Autores
Pessoa, Daiane Matheus
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Universidade Federal do Espírito Santo
Resumo
The main goal of this research is to analyze the multiple forms of language that exists in a hip
hop teaching-learning experience, which would be used as an instrument for humanization and
social inclusion of people with intellectual disabilities and autism. For that matter, this study
problematizes a variety of meanings that language can input on the human constitution of these
subjects. In addition, it identifies the processes of internalization and cultural production that
emerge from this experience, as well as those that reflect on them. The research uses hip hop
as teaching subject, aiming for the appropriation of its multiple dimensions of language
(graphite, DJ, MC, break, skateboarding and street basketball) used as an instrument for
confronting the hiatus there is in social relations that take oral language as the only form of
interlocution/social interaction. It also uses the hip hop teaching-learning experience and all the
youth practices that it embraces as a possible opportunity to reaffirm the condition of youth that
is repeatedly denied to those individuals. It is based on the historical-cultural approach, with
special emphasis on the Lev S. Vygotsky’s contributions on the importance of historical and
cultural context and social interactions for humanization processes. It is also based on the René
Barbier’s existential action-research, in which the members of the participant group become
intimate collaborators on the research being influenced by the object. A total of 25 adolescents
and adults with intellectual disabilities and/or autism and their legal representatives took part
on the research, which was held as an extension project at the Federal University of Espírito
Santo. A project coordinator,two teachers, five scholarship students, five interns and two
volunteers constituted the collective-researcher, contributing to the development of the study in
a collective-collaborative way. The data was collected through daily reports on the field,
photographs, videotapes, focus groups and also through the observations of the variety of
languages produced by the subjects. All the records were organized according to the Laurence
Bardin’s contents categories analysis and Maria Cecília Rafael de Góes’s microgenetic
analysis.
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Palavras-chave
Language , Inclusion , Intellectual Disability , Autism , Linguagem , Inclusão , Deficiência Intelectual , Autismo