INTERVENÇÃO PSICOMOTORA LÚDICA EM CRIANÇAS COM DIFICULDADES DE APRENDIZAGEM

• Autor(a) principal: Santos, Solange Rodrigues Martins Camargo dos
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/1403
• topic: psicomotricidade e cognição; dificuldade de aprendizagem; intervenção; psicomotora; Educação Física; provas operatórias; ensino fundamental; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

The present study investigates evidences of the influence of a psychomotor ludic intervention in the concrete operational thought formation and neuromotor development in students from the 2a série do ensino fundamental (second year of elementary school) of Sao Paulo public schools with learning disabilities. The experimental method is used. The study manipulated the psychomotor ludic intervention, (Independent Variable-VI), seeking to verify its possible influence in the cognitive performance considering the notions of Conservation, Classification, Separation and Arithmetic, as well as in the neuromotor performance considering Agility ad Left-Right Orientation (Dependent Variables VDs) summing up to a total of 6 VDs. The sample is made of 18 students, between 7 and 11 years old, from both genders, organized in two groups: experimental (N=9) and control (N=9). The experimental procedure occurs in 16 sessions, with three steps each. Both groups are submitted to a pre-test (1st step) and post-test (3rd step), with two individual sessions for each step with the following instruments: Piaget Operating Tests, Piaget-Head Test of Left-Right Orientation and the Arithmetic subtest from Stein s Student Performance Test, Shuttle Run Test. The second step, restricted to the experimental group, is made through the psychomotor ludic intervention in 12 group sessions of 50 minutes each. The Wilcoxon Test was used to compare the results of the two different groups. The results concerning Classification (p=0,010), Separation (p=0,034), Arithmetic (p=0,157) and Left-Right Orientation (p=0,007) indicate that there is a significant statistical difference, considering that the participants obtained a higher performance in the post-tests. On the other tests, there was a higher performance in both groups, making the attribution of the results to the intervention not valid. We conclude that the objective of the study was achieved, since the program showed its effectiveness to develop the Operational Thought and the Neuromotor concerning the Left-Right Orientation on the participants.(AU)