Efeitos de um programa de enriquecimento psicomotor no desenvolvimento de estudantes com altas habilidades/superdotação
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Data
2019-02-28
Autores
Peixoto, Maria Beatriz Campos de Lara Barbosa Marins
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Universidade Estadual Paulista (Unesp)
Resumo
O cadastramento e o atendimento, na educação básica e na educação superior, de estudantes com altas habilidades/superdotação (AH/SD) são garantidos por lei no Brasil. Esta demanda exige um trabalho complexo e entrelaçado de ações na concretização desses direitos. A primeira fase após o encaminhamento por indicadores é a avaliação multimodal, pois, os estudantes com AH/SD podem ser caracterizados por demonstrarem potencial elevado em qualquer uma das seguintes áreas, isoladas ou combinadas: intelectual, acadêmica, liderança, psicomotricidade e artes, além de apresentar grande criatividade, envolvimento na aprendizagem e realização de tarefas em áreas do seu interesse. A segunda consiste na promoção de estratégias pedagógicas qualificadas ao pleno desenvolvimento no atendimento educacional deste público. Porém, na primeira fase, os instrumentos que são geralmente utilizados limitam-se a avaliar o desempenho intelectual, acadêmico e criativo. A fim de ampliar a identificação conforme o estabelecido e reconhecido por lei, é necessário um processo de identificação que envolva e contemple todas as possíveis áreas de AH/SD, diminuindo a discrepância estipulada e a realidade apresentada nas recentes pesquisas quanto ao número desse público com direito à educação especial identificado. Além disso, o encaminhamento a um atendimento, ou enriquecimento que possa ser estruturado e indicado a área ou áreas a que apresenta AH/SD necessita de avaliação global. Posto isso, buscou-se com a presente pesquisa investigar o efeito de um programa de enriquecimento nos resultados das avaliações de estudantes com AH/SD, especificamente no domínio da psicomotricidade, por meio de instrumentos de psicomotricidade e com os demais instrumentos que já eram aplicados em estudantes na avaliação de AH/SD em Projeto de Extensão de uma Universidade Público do interior do Estado de São Paulo. O procedimento utilizado para a avaliação psicomotora foram o teste de Desenvolvimento Motor Grosso (TGMD-2), e pela Escala de Desenvolvimento Motor (motricidade fina, motricidade global, equilíbrio, esquema corporal, organização temporal e lateralidade). Em seguida, foi realizada uma intervenção em psicomotricidade. Devido a abertura de inscrição para o enriquecimento, quatro estudantes entre 9 e 11 anos inscreveram-se à participação na modalidade - atividades lúdicas com ênfase em psicomotricidade (objeto da intervenção), sendo estes os escolhidos para o estudo dessa pesquisa no grupo de intervenção, juntamente com os participantes do grupo controle. Estes também foram contatados dentre os participantes do Projeto de Extensão com idade próxima e tinham disponibilidade em participar. Dessa forma, foram três apenas que apresentaram viabilidade para tanto. Todos fizeram instrumentos pré e pós intervenção, e os do grupo controle, o de período equivalente. Os resultados analisados e discutidos inferem a importância da avaliação psicomotora e de intervenção na área, ou seja, a pertinência de promover atividades psicomotoras, considerando que os participantes do enriquecimento tiveram aumento considerável no desempenho.
Registration and attendance of students with high abilities/giftedness (HA/G) on basic education and on higher education are guaranteed by law in Brazil. This demand requires a complex and interwoven work in order for that the right willing can be a reality. The first phase after the forwarding by indicators is the multimodal assessment, therefore, students with HA/G can be characterized for showing high potential in any of the following areas (isolated or combined): intellectual, academic, leadership, psychomotor and arts, in addition to presenting great creativity, involvement in learning and performing tasks in areas of your own interest which is the promotion of qualified pedagogical strategies to full service educational development of this public. However, at this stage, the instruments used are limited to evaluate the intellectual, academic and creative performance. In order to expand the identification as established and recognized by law, it is necessary an identification process that involves and admire all the possible areas of HA/G, decreasing the discrepancy stipulated by WHO and the reality presented on recent research regarding the number of its audience with the right to special education identified. In addition, the referral to a service, or enrichment that can be structured and indicated the area or areas to which features HA/G should be an assumption of specialized need. Having said that, we sought to investigate the effect of an enrichment program on the results of the evaluations of students with high HA/G, specifically in the field of psychomotricity, through the instruments of psychomotricity and with the other instruments that were already applied to students in the evaluation of HA/G in an extension project of a public university in the interior of the state of São Paulo. The procedure used for psychomotor evaluation was the thick motor development test (TGMD-2), and the Motor Development Scale (fine motricity, global motricity, balance, body structure, temporal organization and laterality). Then, a psychomotricity intervention was performed. Due to the opening of enrollment for enrichment, four students between 9 and 11 years enrolled in the modality-playful activities with emphasis on psychomotricity (object of the intervention), being those chosen for the study of this research in the intervention group, together with the participants in the control group. These were also contacted among the participants of the Extension Project at an early age and were willing to participate. Thus, only three presented viability for both. All of them made pre and post intervention instruments, and those of the control group, the equivalent period. The results analyzed and discussed infer the importance of psychomotor evaluation and intervention in the area, that is, the pertinence of promoting psychomotor activities, considering that the participants of the enrichment had a considerable increase in the performance.
Registration and attendance of students with high abilities/giftedness (HA/G) on basic education and on higher education are guaranteed by law in Brazil. This demand requires a complex and interwoven work in order for that the right willing can be a reality. The first phase after the forwarding by indicators is the multimodal assessment, therefore, students with HA/G can be characterized for showing high potential in any of the following areas (isolated or combined): intellectual, academic, leadership, psychomotor and arts, in addition to presenting great creativity, involvement in learning and performing tasks in areas of your own interest which is the promotion of qualified pedagogical strategies to full service educational development of this public. However, at this stage, the instruments used are limited to evaluate the intellectual, academic and creative performance. In order to expand the identification as established and recognized by law, it is necessary an identification process that involves and admire all the possible areas of HA/G, decreasing the discrepancy stipulated by WHO and the reality presented on recent research regarding the number of its audience with the right to special education identified. In addition, the referral to a service, or enrichment that can be structured and indicated the area or areas to which features HA/G should be an assumption of specialized need. Having said that, we sought to investigate the effect of an enrichment program on the results of the evaluations of students with high HA/G, specifically in the field of psychomotricity, through the instruments of psychomotricity and with the other instruments that were already applied to students in the evaluation of HA/G in an extension project of a public university in the interior of the state of São Paulo. The procedure used for psychomotor evaluation was the thick motor development test (TGMD-2), and the Motor Development Scale (fine motricity, global motricity, balance, body structure, temporal organization and laterality). Then, a psychomotricity intervention was performed. Due to the opening of enrollment for enrichment, four students between 9 and 11 years enrolled in the modality-playful activities with emphasis on psychomotricity (object of the intervention), being those chosen for the study of this research in the intervention group, together with the participants in the control group. These were also contacted among the participants of the Extension Project at an early age and were willing to participate. Thus, only three presented viability for both. All of them made pre and post intervention instruments, and those of the control group, the equivalent period. The results analyzed and discussed infer the importance of psychomotor evaluation and intervention in the area, that is, the pertinence of promoting psychomotor activities, considering that the participants of the enrichment had a considerable increase in the performance.
Descrição
Palavras-chave
Educação especial, Altas habilidades, Superdotação, Psicomotricidade, Avaliação, Identificação, Enriquecimento, Special education, High abilities, Giftedness, Psychomotricity, Evaluation, Identification, Enrichment