The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Estudos de Psicologia (Campinas) |
Texto Completo: | https://periodicos.puc-campinas.edu.br/estpsi/article/view/6792 |
Resumo: | This paper considers that, besides the school inclusion law that regards handicapped students, these students have faced exclusion on their daily school relations yet. This study aimed to comprehend how influent was the activity proposed by Occupational Therapy in order to modify the established relations about these students in the school environment. Through the Occupational Therapy Trainees’ report of an intervention experiment, that was conducted during the break time in an elementary public school in São Paulo city, this study also intended to verify if the proposed activity (the joke) was able to provoke the special and non-special students meeting, impelling gathering possibilities among students ( special needy or not), providing the school inclusion process for the mental handicapped students. This intervention qualitative analysis has pointed out to the school environment difficulties in establishing daily relations to the mental handicapped students. The school relations reinforce the school failure to the mental handicapped students, and unable them to give their creative action a new meaning, that keeps the relation pattern and blocks up the real school inclusion process. |
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The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school contextA inclusão escolar de alunos com deficiência mental: uma proposta de intervenção do terapeuta ocupacional no cotidiano escolar Deficiência mentalInclusão escolarTerapia ocupacionalWinnicottmental retardationschool inclusion occupational therapyWinnicottThis paper considers that, besides the school inclusion law that regards handicapped students, these students have faced exclusion on their daily school relations yet. This study aimed to comprehend how influent was the activity proposed by Occupational Therapy in order to modify the established relations about these students in the school environment. Through the Occupational Therapy Trainees’ report of an intervention experiment, that was conducted during the break time in an elementary public school in São Paulo city, this study also intended to verify if the proposed activity (the joke) was able to provoke the special and non-special students meeting, impelling gathering possibilities among students ( special needy or not), providing the school inclusion process for the mental handicapped students. This intervention qualitative analysis has pointed out to the school environment difficulties in establishing daily relations to the mental handicapped students. The school relations reinforce the school failure to the mental handicapped students, and unable them to give their creative action a new meaning, that keeps the relation pattern and blocks up the real school inclusion process.Parte-se do princípio de que, apesar da legislação existente em relação à inclusão escolar de alunos com deficiência mental, ainda ocorre sua exclusão nas relações cotidianas que se estabelecem na escola. O objetivo desta pesquisa foi compreender como a atividade proposta pela terapia ocupacional poderia interferir e modificar as relações estabelecidas em relação aos alunos com deficiência mental no ambiente escolar. Por meio do relato de uma experiência de intervenção realizada por estagiários de Terapia Ocupacional no horário de recreio de uma escola estadual de ensino fundamental da cidade de São Paulo, procuramos verificar se a atividade proposta - a atividade lúdica - provocaria possibilidades de encontro entre os alunos da classe especial e os outros alunos, propondo mudanças no processo de inserção escolar dos alunos com deficiência mental. A análise qualitativa da intervenção realizada vem apontar as dificuldades que o ambiente escolar apresenta ao estabelecer relações cotidianas de qualidade com o aluno com deficiência mental. Permeada por preconceitos e desconhecimento, as relações que se desenrolam no ambiente escolar reforçam, para o aluno com deficiência, o papel cristalizado no insucesso e no fracasso escolar, impossibilitando-o de ressignificar sua ação como indivíduo criativo, perpetuando um padrão de relacionamento que impede o processo de uma real inclusão escolar.Núcleo de Editoração - PUC-Campinas2006-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigosapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/6792Psychological Studies; Vol. 23 No. 2 (2006): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 23 Núm. 2 (2006): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 23 n. 2 (2006): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPporhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/6792/4418Copyright (c) 2022 Andréa Perosa Saigh JURDI, Maria Lúcia Toledo de Moraes AMIRALIANhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessJURDI, Andréa Perosa Saigh AMIRALIAN, Maria Lúcia Toledo de Moraes 2024-05-08T19:20:18Zoai:ojs.periodicos.puc-campinas.edu.br:article/6792Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2024-05-08T19:20:18Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false |
dc.title.none.fl_str_mv |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context A inclusão escolar de alunos com deficiência mental: uma proposta de intervenção do terapeuta ocupacional no cotidiano escolar |
title |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context |
spellingShingle |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context JURDI, Andréa Perosa Saigh Deficiência mental Inclusão escolar Terapia ocupacional Winnicott mental retardation school inclusion occupational therapy Winnicott |
title_short |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context |
title_full |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context |
title_fullStr |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context |
title_full_unstemmed |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context |
title_sort |
The school inclusion for mental disorder students: an intervention propose for the occupational therapist in the school context |
author |
JURDI, Andréa Perosa Saigh |
author_facet |
JURDI, Andréa Perosa Saigh AMIRALIAN, Maria Lúcia Toledo de Moraes |
author_role |
author |
author2 |
AMIRALIAN, Maria Lúcia Toledo de Moraes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
JURDI, Andréa Perosa Saigh AMIRALIAN, Maria Lúcia Toledo de Moraes |
dc.subject.por.fl_str_mv |
Deficiência mental Inclusão escolar Terapia ocupacional Winnicott mental retardation school inclusion occupational therapy Winnicott |
topic |
Deficiência mental Inclusão escolar Terapia ocupacional Winnicott mental retardation school inclusion occupational therapy Winnicott |
description |
This paper considers that, besides the school inclusion law that regards handicapped students, these students have faced exclusion on their daily school relations yet. This study aimed to comprehend how influent was the activity proposed by Occupational Therapy in order to modify the established relations about these students in the school environment. Through the Occupational Therapy Trainees’ report of an intervention experiment, that was conducted during the break time in an elementary public school in São Paulo city, this study also intended to verify if the proposed activity (the joke) was able to provoke the special and non-special students meeting, impelling gathering possibilities among students ( special needy or not), providing the school inclusion process for the mental handicapped students. This intervention qualitative analysis has pointed out to the school environment difficulties in establishing daily relations to the mental handicapped students. The school relations reinforce the school failure to the mental handicapped students, and unable them to give their creative action a new meaning, that keeps the relation pattern and blocks up the real school inclusion process. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-06-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigos |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/6792 |
url |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/6792 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.puc-campinas.edu.br/estpsi/article/view/6792/4418 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Andréa Perosa Saigh JURDI, Maria Lúcia Toledo de Moraes AMIRALIAN https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Andréa Perosa Saigh JURDI, Maria Lúcia Toledo de Moraes AMIRALIAN 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 |
Núcleo de Editoração - PUC-Campinas |
publisher.none.fl_str_mv |
Núcleo de Editoração - PUC-Campinas |
dc.source.none.fl_str_mv |
Psychological Studies; Vol. 23 No. 2 (2006): Estudos de Psicologia (Campinas) Estudos de Psicologia; Vol. 23 Núm. 2 (2006): Estudos de Psicologia (Campinas) Estudos de Psicologia; v. 23 n. 2 (2006): Estudos de Psicologia (Campinas) 1982-0275 reponame:Estudos de Psicologia (Campinas) instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) instacron:PUC_CAMP |
instname_str |
Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
instacron_str |
PUC_CAMP |
institution |
PUC_CAMP |
reponame_str |
Estudos de Psicologia (Campinas) |
collection |
Estudos de Psicologia (Campinas) |
repository.name.fl_str_mv |
Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
repository.mail.fl_str_mv |
sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br |
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