Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora

Detalhes bibliográficos
Autor(a) principal: Darcila Barros Maia, Samia
Data de Publicação: 2021
Outros Autores: Farias de Souza, Cleverton José, Fernandes Ferreira, Lúcio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4275
Resumo: Developmental Coordination Disorder (DCD) refers to marked impairment in the development of an individual’s motor skills, a difficulty that interferes with their performance in school and of everyday activities. The perception of teachers about the student and their difficulties is fundamentally important, as will promote strategies that help them cope with the problems  faced in school. This paper aims to verify the existence of studies involving teachers’ perception of their student; to report which data collection instruments, regarding teacher perception, were used; and to identify studies dealing with how teachers perceive adolescents with DCD. The methodology used was the integrative review, since it includes the analysis of relevant research to support decision making. Protocol included choosing databases from which to search, the selection of keywords and the inclusion and exclusion criteria for the studies found within the time frame spanning from 1999 to 2019. Results showed 1,535 files on the subject in the general search, of which 11 are highlighted for their relevance, considering clarity and detailing of the information on the methodology and instruments used. It was verified the lack of studies in Brazil regarding teachers of students with DCD, which justifies the need for investment on this topic.
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spelling Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradoraTeacher’s perception and Developmental Coordination Disorder: an integrative review studyPercepção do docente e o Transtorno do Desenvolvimento da Coordenação (TDC): um estudo de revisão integrativadisorder of motor skillinclusive educationteacher’s perception.educación inclusivapercepción docentetrastorno de las habilidades motoras.educação inclusivapercepção docentetranstorno da habilidade motoraDevelopmental Coordination Disorder (DCD) refers to marked impairment in the development of an individual’s motor skills, a difficulty that interferes with their performance in school and of everyday activities. The perception of teachers about the student and their difficulties is fundamentally important, as will promote strategies that help them cope with the problems  faced in school. This paper aims to verify the existence of studies involving teachers’ perception of their student; to report which data collection instruments, regarding teacher perception, were used; and to identify studies dealing with how teachers perceive adolescents with DCD. The methodology used was the integrative review, since it includes the analysis of relevant research to support decision making. Protocol included choosing databases from which to search, the selection of keywords and the inclusion and exclusion criteria for the studies found within the time frame spanning from 1999 to 2019. Results showed 1,535 files on the subject in the general search, of which 11 are highlighted for their relevance, considering clarity and detailing of the information on the methodology and instruments used. It was verified the lack of studies in Brazil regarding teachers of students with DCD, which justifies the need for investment on this topic.El Trastorno del Desarrollo de la Coordinación (TDC) se refiere al deterioro acentuado en el desarrollo de la coordinación motora del individuo, dificultad que interfiere en el desempeño de las actividades diarias y escolares. La percepción del docente sobre los alumnos y sus dificultades tienen relevancia fundamental, ya que permitirá impulsar estrategias que les ayuden a afrontar los problemas que enfrentan en la escuela. El objetivo de este artículo es verificar la existencia de estudios que involucren la percepción de los docentes sobre el alumno, informar qué instrumentos de recolección de datos, que abarcan la percepción del docente, se utilizaron e identificar estudios que aborden la percepción de los docentes sobre los adolescentes con TDC. Como metodología, se recurrió a la revisión integradora, ya que incluye el análisis de investigaciones relevantes que apoyan la toma de decisiones. El protocolo incluyó la elección de las bases de datos para realizar la búsqueda, la selección de palabras clave y los criterios de inclusión y exclusión de los estudios encontrados durante un período de tiempo entre 1999 y 2019. Los resultados mostraron 1.535 archivos sobre el tema en la búsqueda general, de los cuales se destacan 11 trabajos relevantes, considerando la claridad y detalle de la información sobre la metodología e instrumentos utilizados. Verificamos la falta de estudios realizados en Brasil sobre la percepción de los profesores sobre los estudiantes con TDC, lo que justifica la necesidad de invertir en este tema.O Transtorno do Desenvolvimento da Coordenação (TDC) refere-se ao prejuízo acentuado no desenvolvimento da coordenação motora do indivíduo, dificuldade que interfere no desempenho de atividades diárias e escolares. A percepção do docente sobre os alunos e suas dificuldades tem relevância fundamental, pois permitirá a promoção de estratégias que o auxiliem a lidar com os problemas que estes enfrentam na escola. Objetiva-se, neste artigo, verificar a existência de estudos envolvendo a percepção docente sobre o aluno, relatar quais instrumentos de coleta de dados, abrangendo a percepção docente, foram utilizados e identificar estudos que tratam da percepção docente sobre adolescentes com TDC. Como metodologia, recorremos à revisão integrativa, pois inclui a análise de pesquisas relevantes que dão suporte para a tomada de decisão. O protocolo incluiu a escolha de bases de dados para realizar a busca, a seleção de palavras-chave e critérios de inclusão e exclusão para os estudos encontrados durante recorte temporal entre 1999 e 2019. Os resultados mostraram 1.535 arquivos sobre o tema na busca geral, dos quais destacamos 11 trabalhos relevantes, considerando a clareza e o detalhamento das informações acerca da metodologia e dos instrumentos utilizados. Verificamos a inexistência de estudos realizados no Brasil no tocante à percepção do docente sobre estudantes com TDC, o que justifica a necessidade de investimento nessa temática.INEP2021-08-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/427510.24109/2176-6681.rbep.102i261.4275Revista Brasileira de Estudos Pedagógicos; v. 102 n. 261 (2021)Revista Brasileña de Estudios Pedagógicos; Vol. 102 Núm. 261 (2021)Brazilian Journal of Pedagogical Studies ; Vol 102 No 261 (2021)2176-66810034-718310.24109/2176-6681.rbep.102i261reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4275/398710.24109/2176-6681.rbep.102i261.3987Copyright (c) 2021 Revista Brasileira de Estudos Pedagógicoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDarcila Barros Maia, SamiaFarias de Souza, Cleverton JoséFernandes Ferreira, Lúcio 2022-06-02T13:50:23Zoai:ojs3.inep:article/4275Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2022-06-02T13:50:23Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false
dc.title.none.fl_str_mv Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
Teacher’s perception and Developmental Coordination Disorder: an integrative review study
Percepção do docente e o Transtorno do Desenvolvimento da Coordenação (TDC): um estudo de revisão integrativa
title Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
spellingShingle Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
Darcila Barros Maia, Samia
disorder of motor skill
inclusive education
teacher’s perception.
educación inclusiva
percepción docente
trastorno de las habilidades motoras.
educação inclusiva
percepção docente
transtorno da habilidade motora
title_short Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
title_full Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
title_fullStr Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
title_full_unstemmed Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
title_sort Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
author Darcila Barros Maia, Samia
author_facet Darcila Barros Maia, Samia
Farias de Souza, Cleverton José
Fernandes Ferreira, Lúcio
author_role author
author2 Farias de Souza, Cleverton José
Fernandes Ferreira, Lúcio
author2_role author
author
dc.contributor.author.fl_str_mv Darcila Barros Maia, Samia
Farias de Souza, Cleverton José
Fernandes Ferreira, Lúcio
dc.subject.por.fl_str_mv disorder of motor skill
inclusive education
teacher’s perception.
educación inclusiva
percepción docente
trastorno de las habilidades motoras.
educação inclusiva
percepção docente
transtorno da habilidade motora
topic disorder of motor skill
inclusive education
teacher’s perception.
educación inclusiva
percepción docente
trastorno de las habilidades motoras.
educação inclusiva
percepção docente
transtorno da habilidade motora
description Developmental Coordination Disorder (DCD) refers to marked impairment in the development of an individual’s motor skills, a difficulty that interferes with their performance in school and of everyday activities. The perception of teachers about the student and their difficulties is fundamentally important, as will promote strategies that help them cope with the problems  faced in school. This paper aims to verify the existence of studies involving teachers’ perception of their student; to report which data collection instruments, regarding teacher perception, were used; and to identify studies dealing with how teachers perceive adolescents with DCD. The methodology used was the integrative review, since it includes the analysis of relevant research to support decision making. Protocol included choosing databases from which to search, the selection of keywords and the inclusion and exclusion criteria for the studies found within the time frame spanning from 1999 to 2019. Results showed 1,535 files on the subject in the general search, of which 11 are highlighted for their relevance, considering clarity and detailing of the information on the methodology and instruments used. It was verified the lack of studies in Brazil regarding teachers of students with DCD, which justifies the need for investment on this topic.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-13
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info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4275
10.24109/2176-6681.rbep.102i261.4275
url https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4275
identifier_str_mv 10.24109/2176-6681.rbep.102i261.4275
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4275/3987
10.24109/2176-6681.rbep.102i261.3987
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INEP
publisher.none.fl_str_mv INEP
dc.source.none.fl_str_mv Revista Brasileira de Estudos Pedagógicos; v. 102 n. 261 (2021)
Revista Brasileña de Estudios Pedagógicos; Vol. 102 Núm. 261 (2021)
Brazilian Journal of Pedagogical Studies ; Vol 102 No 261 (2021)
2176-6681
0034-7183
10.24109/2176-6681.rbep.102i261
reponame:Revista Brasileira de Estudos Pedagógicos (Online)
instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron:INEP
instname_str Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron_str INEP
institution INEP
reponame_str Revista Brasileira de Estudos Pedagógicos (Online)
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repository.name.fl_str_mv Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
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