A criança com Síndrome de West na educação infantil: inclusão e práticas pedagógicas
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Data
2020-07-07
Autores
Trento, Sabrina da Silva Machado
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Universidade Federal do Espírito Santo
Resumo
This study had the general objective of investigating how the process of including children with West Syndrome occurs in early childhood education. As specific objectives, we sought to know the West Syndrome, its characteristics, particularities and peculiarities; identify and analyze the pedagogical practices aimed at the child with West Syndrome, and what are its implications for the inclusion and learning of that child; to analyze the teaching strategies and pedagogical resources that teachers used for the process of including this child in early childhood education. Anchored in the socio-historical theory of Lev S. Vigotski and his collaborators, this study used the methodological proposal of qualitative research from the perspective of an ethnographic case study to achieve the proposed objectives. As procedures for data production, participant observation, semi-structured interviews, and photographs and filming were used. This study had as a locus of research a Municipal Center for Early Childhood Education located in the city of Serra / ES, being subjects of this study a three year old child with clinical diagnosis of West syndrome, his mother, the regent teacher, the caregiver, the assistant daycare center, the Physical Education teacher, the Special Education teacher, the pedagogue and the school principal. As a result, we perceive the inclusion process of the child with West syndrome only occurred, because it was seen beyond its biological marks, as a subject that produces history and culture; that when planning their pedagogical practices, teachers sought to start from the particularities and singularities of this child, providing meaningful and challenging experiences, reinforcing their potential; that the teaching strategies and pedagogical resources that the teachers used for the process of inclusion of the subject with SW were simple and commonplace, however, facilitators in the teaching and learning process of this child; that the child with SW presented himself in a constant movement of learning and development, that through interactions with others and with systematically organized knowledge, he “re-equipped”, acquired other skills, was transformed and humanized. Finally, in view of the process of inclusion of the child evidenced in this research, we cannot conceive of the idea that biological limitations are preventing children with disabilities from participating in the events of common life, from interacting with different subjects in the most varied contexts , and, above all, to have access to formal education, and in this movement, to appropriate systematized knowledge, learn and develop superior characteristics specifically human
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Síndrome de West , Inclusão , Práticas pedagógicas , Educação infantil , Aprendizagem e desenvolvimento , West syndrome , Inclusion , Pedagogical practices , Child education , Learning and development