Influências de um programa centrado no corpo/movimento no desempenho acadêmico de alunos com dificuldades de aprendizagem em cálculo: reflexões sobre neurociências, motricidade, e dificuldades de aprendizagem em escolares entre 7 a 12 anos
Ficheiros
Data
2015-02-19
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Com o avanço das neurociências vivemos um momento muito promissor na educação, com
repercussões na aprendizagem, sobretudo nos aspectos da memória e da indissociável relação
corpo-mente. No ensino-aprendizagem, as crianças com Dificuldades de Aprendizagem (DA)
representam um desafio, porque sem razões aparentes, excluídas que são as que apresentam
deficiência mental, privações socioeconômicas, perturbação emocional severa e/ou perda sensorial,
apresentam um baixo desempenho escolar, apesar de demonstrarem um bom desempenho
cognitivo. A vasta diversidade conceitual na área da DA, tem dado origem a diferentes perspetivas
teóricas, algumas das quais associam DA com baixo desempenho psicomotor. Neste sentido, esta
investigação optou por pesquisar o envolvimento do corpo na aprendizagem acadêmica, mais
especificamente, estudar o impacto de um programa centrado no corpo-movimento no desempenho
acadêmico de escolares com DA. Foi realizado um estudo longitudinal com 37 escolares com DA em
cálculo, com idades entre os 7 e 12 anos, oriundos de um colégio privado em Cuiabá/MT/Brasil. Esta
tese está organizada em três artigos que se completam. O primeiro tem por objetivo verificar a
correlação entre desempenho acadêmico em matemática e a capacidade espaço-temporal. Constou
dos testes: a) cognitivo – Matrizes Coloridas Progressivas de Raven (1999), apenas para exclusão de
quaisquer dúvidas de possível deficiência intelectual da amostra; b) entrevista com professores; c)
acadêmico - testes matemáticos escolares padrões (2011) para confirmação de possível DA em
cálculo; e d) psicomotor - BPM – Bateria Psicomotora de Fonseca (1975) em sua segunda unidade,
que avaliou lateralidade, noção de corpo e estruturação espaço/temporal. Os resultados revelam uma
associação significativa entre desempenho psicomotor, mais especificamente, o fator espaço/tempo
com o desempenho matemático (p=0,047). Na continuidade da investigaçao apresentada no primeiro
artigo, o segundo artigo tem por objetivo avaliar o impacto do programa pedagógico centrado no
corpo-movimento na competência matemática. O programa criado pela pesquisadora com 24
sessões de 1h30, executado durante 2 meses, teve como objetivo promover o desenvolvimento de
habilidades cognitivas e do pensamento matemático usando o corpo e vivências enriquecidas de
informações somatossensoriais com materiais didáticos e manipulativos, eleitos a partir da literatura
consagrada em Educação Matemática. Os conteúdos foram abordados através de atividades como
classificar, rolar, desmontar, fazer, por meio de verbalização de ações, orientação espacial,
integração somatognósica, dissociação e planificação motora, reversibilidade. Como resultado a
média no pré-teste matemático passou de 3,78 para 9,08 no pós-teste I e 8,16 no pós-teste II,
demonstrando melhoria dos resultados. O terceiro artigo apresenta de forma detalhada os
pressupostos teóricos das sessões didáticas incluídas no programa, metodologias e descrição dos
respectivos materiais. A partir dos pressupostos matemáticos de maior relevância, criou-se um
ambiente pedagógico que não se distanciasse do uso pragmático do cotidiano do aluno, criando um
espaço de liberdade psicológica e autonomia, associados aos pressupostos da neurociência atual. Os
resultados evidenciam uma melhoria do score acadêmico, mostrando que o uso do corpo e de
atividades somatossensoriais podem auxiliar alunos com DA a focar a atenção e melhorar sua
autonomia acadêmica, senso de auto-eficácia e compreensão matemática. A realização bem
sucedida do presente estudo confirma a necessidade da promoção de mais pesquisas centradas na
indissocialidade de corpo/mente, educação/neurociências, para minimizar impactos das DAs.
With the advancement of neurosciences we live a very promising moment in education, impacting on learning, particularly in aspects of memory and inseparable body-mind relationship. In teachinglearning process, children with Learning Disabilities (LD) represent a challenge, with no apparent reason, those who have mental disabilities, socioeconomic deprivation, severe emotional disturbance and / or sensory loss are excluded and have low academic performance, although they showed a good cognitive performance. The vast conceptual diversity in the area of LD, has given rise to different theoretical perspectives, some of which are associated to LD with low psychomotor performance. In this respect, this research chose to search the involvement of the body in academic learning, more precisely, to study the impact of a program focused on the body-movement in the academic performance of students with LD. A longitudinal study with 37 students with LD in calculus, aged between 7 and 12 years old, coming from a private school in Cuiabá / MT / Brazil was performed. This thesis is organized in three articles that are complementary. The first aims to determine the correlation between academic performance in math and capacity-temporal space. Consisted of the tests: a) cognitive - Colored Progressive Matrices of Raven (1999), just to exclude any possible doubt about intellectual disability of the sample b) interviews with teachers, c) academic - mathematical school testing standards (2011) for possible confirmation of LD in calculation and d) psychomotor - PBF - psychomotor Battery of Fonseca (1975) in his second unit, which evaluated laterality , notion of body and space/time structuring. The results reveal a significant association between psychomotor performance, more specifically, the factor space / time with math performance (p = 0.047). In continuing of the presented investigation in the first article, the second article aims to evaluate the impact of the educational program focusing on the body-movement in mathematical competence. The program created by the researcher with 24 sessions-program of 1hour and 30 minutes was executed for two months, aimed to promote the development of cognitive skills and mathematical thinking using the body and enriched experiences of somatosensory information with didactic and manipulative materials, elected from the best literature in mathematics education. The contents were addressed through activities such as sorting, rolling, disassemble, making, through verbalization of actions, spatial orientation, somatognostic integration, dissociation, and motor planning, reversibility. As a result the average in math pretest went from 3.78 to 9.08 at posttest I and 8.16 at posttest II, demonstrating improved results. The third article presents detailed theoretical assumptions of didactic sessions included in the program, methodology and description of the respective materials. From the mathematical assumptions of greater importance, it was created an educational environment that does not distance itself from the pragmatic use of daily student, creating an area of freedom and autonomy, linked to psychological assumptions of current neuroscience. The results show an improvement of the academic score, demonstrating that the use of the body and somatosensory activities can help students with LD to focus attention and improve their academic autonomy, sense of self-efficacy and mathematical understanding. The successful achievement of this study confirms the necessity of promoting more research focused on the inseparable of body/mind, education/neurosciences, to minimize impacts of Learning Disabilities.
With the advancement of neurosciences we live a very promising moment in education, impacting on learning, particularly in aspects of memory and inseparable body-mind relationship. In teachinglearning process, children with Learning Disabilities (LD) represent a challenge, with no apparent reason, those who have mental disabilities, socioeconomic deprivation, severe emotional disturbance and / or sensory loss are excluded and have low academic performance, although they showed a good cognitive performance. The vast conceptual diversity in the area of LD, has given rise to different theoretical perspectives, some of which are associated to LD with low psychomotor performance. In this respect, this research chose to search the involvement of the body in academic learning, more precisely, to study the impact of a program focused on the body-movement in the academic performance of students with LD. A longitudinal study with 37 students with LD in calculus, aged between 7 and 12 years old, coming from a private school in Cuiabá / MT / Brazil was performed. This thesis is organized in three articles that are complementary. The first aims to determine the correlation between academic performance in math and capacity-temporal space. Consisted of the tests: a) cognitive - Colored Progressive Matrices of Raven (1999), just to exclude any possible doubt about intellectual disability of the sample b) interviews with teachers, c) academic - mathematical school testing standards (2011) for possible confirmation of LD in calculation and d) psychomotor - PBF - psychomotor Battery of Fonseca (1975) in his second unit, which evaluated laterality , notion of body and space/time structuring. The results reveal a significant association between psychomotor performance, more specifically, the factor space / time with math performance (p = 0.047). In continuing of the presented investigation in the first article, the second article aims to evaluate the impact of the educational program focusing on the body-movement in mathematical competence. The program created by the researcher with 24 sessions-program of 1hour and 30 minutes was executed for two months, aimed to promote the development of cognitive skills and mathematical thinking using the body and enriched experiences of somatosensory information with didactic and manipulative materials, elected from the best literature in mathematics education. The contents were addressed through activities such as sorting, rolling, disassemble, making, through verbalization of actions, spatial orientation, somatognostic integration, dissociation, and motor planning, reversibility. As a result the average in math pretest went from 3.78 to 9.08 at posttest I and 8.16 at posttest II, demonstrating improved results. The third article presents detailed theoretical assumptions of didactic sessions included in the program, methodology and description of the respective materials. From the mathematical assumptions of greater importance, it was created an educational environment that does not distance itself from the pragmatic use of daily student, creating an area of freedom and autonomy, linked to psychological assumptions of current neuroscience. The results show an improvement of the academic score, demonstrating that the use of the body and somatosensory activities can help students with LD to focus attention and improve their academic autonomy, sense of self-efficacy and mathematical understanding. The successful achievement of this study confirms the necessity of promoting more research focused on the inseparable of body/mind, education/neurosciences, to minimize impacts of Learning Disabilities.
Descrição
Tese de Doutoramento em Ciências do Desporto
Palavras-chave
Psicomotricidade , Aprendizagem , Competência psicomotora