Percepción de la enseñanza y el Trastorno del Desarrollo de la Coordinación (TDC): un estudio de revisión integradora
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
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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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 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
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 |
language |
por |
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) |
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INEP |
institution |
INEP |
reponame_str |
Revista Brasileira de Estudos Pedagógicos (Online) |
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Revista Brasileira de Estudos Pedagógicos (Online) |
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Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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