Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/3166 |
Resumo: | People with Intellectual Disabilities (ID) may have impaired social skills due to difficulties associated with adaptive behavior, which is a determining factor in their development. Social skills, and adaptive behavior, are linked to the process of adaptation of the individual to society and the behavior stems from the culture and the prevailing social norms. Given the relationship between culture and social skills, justified the adoption of critical- surmounting approach as theoretical and methodological basis of this study. Through body movements originating in culture, is intended to encourage the social skills of people with ID. Considering the possibility of inter-relationship between social skills and body culture, the following question arises: a program of physical education based on the principles of body culture can assist in the development of social skills? The aim of the study was to investigate the influence of a physical education program based on the principles of physical culture on the social skills of children with intellectual disabilities. Under qualitative-quantitative approach, it is a field research, the type of study program evaluation. The population was composed of children and adolescents with intellectual disability, the sample comprised 16 children and youth enrolled in a special school in a city in the interior of São Paulo. Children and adolescents participating in the study, belonging to two different classes, were evaluated by three teachers: the conductor/teacher responsible for the class, the teacher of Body Expression and Physical Education, through the instrument of the Social Skills Rating System (SSRS-BR), administered before and after an intervention program in physical education from the perspective of body culture. The program developed by the researcher consisted of 24 sessions lasting 40 minutes each, over 2 months of intervention. During the intervention was employed participant observation, recorded systematically by field diary and footage as an additional tool for data collection. The information obtained through the SSRS-BR were analyzed quantitatively by JT method, the data from the field diary were discussed based on content analysis. Through the analysis of the results showed that the program exerted influence on all classes of social skills developed in both groups A and B. In the postintervention assessment of the overall social skills kind of 16 participants, 12 reached a reliable positive change. Thus, we conclude that the program of Physical Education, based on body culture, was effective in the development and/or improvement of social skills in a positive, in children and adolescents with intellectual disabilities. |
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Ferreira, Elizângela FernandesMunster, Mey de Abreu Vanhttp://lattes.cnpq.br/7861049737421476http://lattes.cnpq.br/05952799343258836d1c3600-2788-4ebb-9acd-ae36c4c6036e2016-06-02T19:46:29Z2014-07-282016-06-02T19:46:29Z2014-02-24FERREIRA, Elizângela Fernandes. Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal. 2014. 266 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2014.https://repositorio.ufscar.br/handle/ufscar/3166People with Intellectual Disabilities (ID) may have impaired social skills due to difficulties associated with adaptive behavior, which is a determining factor in their development. Social skills, and adaptive behavior, are linked to the process of adaptation of the individual to society and the behavior stems from the culture and the prevailing social norms. Given the relationship between culture and social skills, justified the adoption of critical- surmounting approach as theoretical and methodological basis of this study. Through body movements originating in culture, is intended to encourage the social skills of people with ID. Considering the possibility of inter-relationship between social skills and body culture, the following question arises: a program of physical education based on the principles of body culture can assist in the development of social skills? The aim of the study was to investigate the influence of a physical education program based on the principles of physical culture on the social skills of children with intellectual disabilities. Under qualitative-quantitative approach, it is a field research, the type of study program evaluation. The population was composed of children and adolescents with intellectual disability, the sample comprised 16 children and youth enrolled in a special school in a city in the interior of São Paulo. Children and adolescents participating in the study, belonging to two different classes, were evaluated by three teachers: the conductor/teacher responsible for the class, the teacher of Body Expression and Physical Education, through the instrument of the Social Skills Rating System (SSRS-BR), administered before and after an intervention program in physical education from the perspective of body culture. The program developed by the researcher consisted of 24 sessions lasting 40 minutes each, over 2 months of intervention. During the intervention was employed participant observation, recorded systematically by field diary and footage as an additional tool for data collection. The information obtained through the SSRS-BR were analyzed quantitatively by JT method, the data from the field diary were discussed based on content analysis. Through the analysis of the results showed that the program exerted influence on all classes of social skills developed in both groups A and B. In the postintervention assessment of the overall social skills kind of 16 participants, 12 reached a reliable positive change. Thus, we conclude that the program of Physical Education, based on body culture, was effective in the development and/or improvement of social skills in a positive, in children and adolescents with intellectual disabilities.Pessoas com Deficiência Intelectual (DI) podem apresentar prejuízo nas habilidades sociais em decorrência a algumas dificuldades associadas ao comportamento adaptativo, sendo este um fator determinante em seu desenvolvimento. As habilidades sociais, assim como o comportamento adaptativo, estão interligadas ao processo de adaptação da pessoa à sociedade sendo o comportamento proveniente da cultura e das normas sociais vigentes. Dada a relação entre cultura e habilidades sociais, justifica-se a adoção da abordagem crítico-superadora como base teórico-metodológica do presente estudo. Por meio dos movimentos originários na cultura corporal, pretende-se estimular as habilidades sociais de pessoas com DI. Considerando a possibilidade de inter-relação entre habilidades sociais e cultura corporal, surge a seguinte questão: um programa de Educação Física baseado nos princípios da cultura corporal pode auxiliar no desenvolvimento das habilidades sociais? O objetivo do estudo foi verificar a influência de um programa de Educação Física com base nos princípios da cultura corporal sobre as habilidades sociais de crianças com deficiência intelectual. Sob abordagem quali-quantitativa, trata-se de uma pesquisa de campo, do tipo estudo de avaliação de programa. A população foi composta por crianças e adolescentes com diagnóstico de deficiência intelectual, sendo a amostra composta por 11 crianças e 5 adolescentes, no total de 16 participantes, matriculados em uma escola de ensino especial de uma cidade do interior de São Paulo. As crianças e adolescentes participantes do estudo, pertencentes a duas turmas distintas, foram avaliadas por três professores: o professor regente/responsável pela turma, o professor de Expressão Corporal e o de Educação Física, por meio do instrumento Sistema de Avaliação das Habilidades Sociais (SSRS-BR), aplicado antes e após um programa de intervenção em Educação Física na perspectiva da cultura corporal. O programa desenvolvido pela pesquisadora foi composto por 24 sessões, com duração de 40 minutos cada, ao longo de 2 meses de intervenção. Durante a intervenção foi empregada à observação participante, sistematicamente registrada por meio de diário de campo e filmagens, como instrumento complementar de coleta de dados. As informações obtidas por meio do SSRSBR foram analisadas de forma quantitativa pelo Método JT; os dados oriundos do diário de campo foram discutidos à luz da análise de conteúdo. Por meio da análise dos resultados observou-se que o programa exerceu influencia em todas as classes das habilidades sociais desenvolvidas em ambas as turmas A e B. Na avaliação pós-intervenção as habilidades sociais do tipo global dos 16 participantes da pesquisa, 12 atingiram uma mudança positiva confiável. Desse modo, conclui-se que o programa de Educação Física, baseado na cultura corporal, foi efetivo no desenvolvimento e/ou aprimoramento das habilidades sociais de forma positiva, em crianças e adolescentes com deficiência intelectual.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialDeficiência mentalPrograma de ensinoEducação física adaptadaCultura corporalHabilidades sociaisSpecial educationAdapted physical educationBody cultureIntellectual disabilitiesSocial skillsEducational programmingCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALHabilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-117a7b305-0848-41e0-8941-0a8be2edf978info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL5982.pdfapplication/pdf2500730https://repositorio.ufscar.br/bitstream/ufscar/3166/1/5982.pdf942f88b8c55c5e473265e6de0c08b58aMD51TEXT5982.pdf.txt5982.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/3166/2/5982.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL5982.pdf.jpg5982.pdf.jpgIM Thumbnailimage/jpeg6918https://repositorio.ufscar.br/bitstream/ufscar/3166/3/5982.pdf.jpg350ede28b8f2878ceb72253a7125ffa2MD53ufscar/31662023-09-18 18:31:32.22oai:repositorio.ufscar.br:ufscar/3166Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:32Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal |
title |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal |
spellingShingle |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal Ferreira, Elizângela Fernandes Educação especial Deficiência mental Programa de ensino Educação física adaptada Cultura corporal Habilidades sociais Special education Adapted physical education Body culture Intellectual disabilities Social skills Educational programming CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal |
title_full |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal |
title_fullStr |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal |
title_full_unstemmed |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal |
title_sort |
Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal |
author |
Ferreira, Elizângela Fernandes |
author_facet |
Ferreira, Elizângela Fernandes |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0595279934325883 |
dc.contributor.author.fl_str_mv |
Ferreira, Elizângela Fernandes |
dc.contributor.advisor1.fl_str_mv |
Munster, Mey de Abreu Van |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7861049737421476 |
dc.contributor.authorID.fl_str_mv |
6d1c3600-2788-4ebb-9acd-ae36c4c6036e |
contributor_str_mv |
Munster, Mey de Abreu Van |
dc.subject.por.fl_str_mv |
Educação especial Deficiência mental Programa de ensino Educação física adaptada Cultura corporal Habilidades sociais |
topic |
Educação especial Deficiência mental Programa de ensino Educação física adaptada Cultura corporal Habilidades sociais Special education Adapted physical education Body culture Intellectual disabilities Social skills Educational programming CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.eng.fl_str_mv |
Special education Adapted physical education Body culture Intellectual disabilities Social skills Educational programming |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
People with Intellectual Disabilities (ID) may have impaired social skills due to difficulties associated with adaptive behavior, which is a determining factor in their development. Social skills, and adaptive behavior, are linked to the process of adaptation of the individual to society and the behavior stems from the culture and the prevailing social norms. Given the relationship between culture and social skills, justified the adoption of critical- surmounting approach as theoretical and methodological basis of this study. Through body movements originating in culture, is intended to encourage the social skills of people with ID. Considering the possibility of inter-relationship between social skills and body culture, the following question arises: a program of physical education based on the principles of body culture can assist in the development of social skills? The aim of the study was to investigate the influence of a physical education program based on the principles of physical culture on the social skills of children with intellectual disabilities. Under qualitative-quantitative approach, it is a field research, the type of study program evaluation. The population was composed of children and adolescents with intellectual disability, the sample comprised 16 children and youth enrolled in a special school in a city in the interior of São Paulo. Children and adolescents participating in the study, belonging to two different classes, were evaluated by three teachers: the conductor/teacher responsible for the class, the teacher of Body Expression and Physical Education, through the instrument of the Social Skills Rating System (SSRS-BR), administered before and after an intervention program in physical education from the perspective of body culture. The program developed by the researcher consisted of 24 sessions lasting 40 minutes each, over 2 months of intervention. During the intervention was employed participant observation, recorded systematically by field diary and footage as an additional tool for data collection. The information obtained through the SSRS-BR were analyzed quantitatively by JT method, the data from the field diary were discussed based on content analysis. Through the analysis of the results showed that the program exerted influence on all classes of social skills developed in both groups A and B. In the postintervention assessment of the overall social skills kind of 16 participants, 12 reached a reliable positive change. Thus, we conclude that the program of Physical Education, based on body culture, was effective in the development and/or improvement of social skills in a positive, in children and adolescents with intellectual disabilities. |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-07-28 2016-06-02T19:46:29Z |
dc.date.issued.fl_str_mv |
2014-02-24 |
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2016-06-02T19:46:29Z |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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FERREIRA, Elizângela Fernandes. Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal. 2014. 266 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2014. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/3166 |
identifier_str_mv |
FERREIRA, Elizângela Fernandes. Habilidades sociais e deficiência intelectual: influência de um programa de educação física baseado na cultura corporal. 2014. 266 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2014. |
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