Logical reasoning, interactive evaluation and ludicity in the context of inclusion

Detalhes bibliográficos
Autor(a) principal: Coelho, Cristina Lucia Maia
Data de Publicação: 2019
Outros Autores: Sodré, Cristiane Zago
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674
Resumo: The work analyzed the impact of psychopedagogical interventions - via concrete material such as the Logical-Symbolic Box - on the logical reasoning of students with intellectual disabilities in the context of inclusion. The theoretical clipping was based on the concept of zone of proximal development and on the theory of mediated learning. Methodologically, the research was based on an interactive assessment that admits that mediated learning and the stimulus to metacognition contribute to students' cognitive plasticity and self-regulation. Using the longitudinal method, a protocol with activities evaluated the logical reasoning in situations of pre and post interventions with the material of the Logical-Symbolic Box. The pre-test revealed the predominance of students at the preoperative level. The post-test demonstrated advancement in the logical abilities in the conservation tests, class logic, logical sequences, class intersection, among others. The study pointed to the efficacy of psychopedagogical interventions through playful logical thinking in students with intellectual disabilities.
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spelling Logical reasoning, interactive evaluation and ludicity in the context of inclusionRaciocinio lógico, evaluación interactiva y ludicidad en el contexto de la inclusiónRaciocínio lógico, avaliação interativa e ludicidade no contexto da inclusãoIntellectual disabilitiesLogical reasoningInteractive assessment.Discapacidad intelectualRaciocinio lógicoEvaluación interactiva.Deficiência intelectualRaciocínio lógicoAvaliação interativa.The work analyzed the impact of psychopedagogical interventions - via concrete material such as the Logical-Symbolic Box - on the logical reasoning of students with intellectual disabilities in the context of inclusion. The theoretical clipping was based on the concept of zone of proximal development and on the theory of mediated learning. Methodologically, the research was based on an interactive assessment that admits that mediated learning and the stimulus to metacognition contribute to students' cognitive plasticity and self-regulation. Using the longitudinal method, a protocol with activities evaluated the logical reasoning in situations of pre and post interventions with the material of the Logical-Symbolic Box. The pre-test revealed the predominance of students at the preoperative level. The post-test demonstrated advancement in the logical abilities in the conservation tests, class logic, logical sequences, class intersection, among others. The study pointed to the efficacy of psychopedagogical interventions through playful logical thinking in students with intellectual disabilities.El trabajo analizó el impacto de intervenciones psicopedagógicas-a través material concreto como la Caja Lógico-Simbólica - sobre el razonamiento lógico de alumnos con discapacidad intelectual en el contexto de la inclusión. El recorte teórico se basó en el concepto de zona de desarrollo proximal y en la teoría del aprendizaje mediado. Metodológicamente, la investigación se fundó en la evaluación interactiva que admite que el aprendizaje mediado y el estímulo a la metacognición contribuyen a la plasticidad cognitiva y la autorregulación de los alumnos. Utilizando el método longitudinal un protocolo con actividades evaluó el raciocinio lógico en situaciones de pre y post intervenciones con el material de la Caja Lógico-Simbólica. El pre-test reveló la predominancia de los alumnos en el nivel preoperatorio. El post-test demostró avance en las habilidades lógicas en las pruebas de la conservación, lógica de clases, secuencias lógicas, intersección de clases, entre otros. El estudio apuntó la eficacia de intervenciones psicopedagógicas a través del lúdico en el raciocinio lógico en alunos con discapacidad intelectual.O trabalho analisou o impacto de intervenções psicopedagógicas – via material concreto como a Caixa Lógico-Simbólica – sobre o raciocínio lógico de alunos com deficiência intelectual no contexto da inclusão. O recorte teórico baseou-se no conceito de zona de desenvolvimento proximal e na teoria da aprendizagem mediada. Metodologicamente, a pesquisa fundou-se na avaliação interativa que admite que a aprendizagem mediada e o estímulo à metacognição contribuem para a plasticidade cognitiva e a autorregulação dos alunos. Utilizando-se do método longitudinal um protocolo com atividades avaliou o raciocínio lógico em situações de pré e pós intervenções com o material da Caixa Lógico-Simbólica. O pré-teste revelou a predominância dos alunos no nível pré-operatório. O pós-teste demonstrou avanço nas habilidades lógicas nos testes da conservação, lógica de classes, sequências lógicas, interseção de classes, entre outras. O estudo apontou a eficácia de intervenções psicopedagógicas baseadas na avaliação interativa através do lúdico no raciocínio lógico em alunos com deficiência intelectual.Faculdade de Ciências e Letras/Unesp2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliação interativaapplication/pdfapplication/pdfapplication/xmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1167410.21723/riaee.v14i2.11674Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 2, abr./jun.; 470-484Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 2, abr./jun.; 470-4841982-55872446-860610.21723/riaee.v14i2reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/11674/8032https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674/8152https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674/8593Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessCoelho, Cristina Lucia MaiaSodré, Cristiane Zago2019-11-14T18:20:08Zoai:ojs.pkp.sfu.ca:article/11674Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2019-11-14T18:20:08Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Logical reasoning, interactive evaluation and ludicity in the context of inclusion
Raciocinio lógico, evaluación interactiva y ludicidad en el contexto de la inclusión
Raciocínio lógico, avaliação interativa e ludicidade no contexto da inclusão
title Logical reasoning, interactive evaluation and ludicity in the context of inclusion
spellingShingle Logical reasoning, interactive evaluation and ludicity in the context of inclusion
Coelho, Cristina Lucia Maia
Intellectual disabilities
Logical reasoning
Interactive assessment.
Discapacidad intelectual
Raciocinio lógico
Evaluación interactiva.
Deficiência intelectual
Raciocínio lógico
Avaliação interativa.
title_short Logical reasoning, interactive evaluation and ludicity in the context of inclusion
title_full Logical reasoning, interactive evaluation and ludicity in the context of inclusion
title_fullStr Logical reasoning, interactive evaluation and ludicity in the context of inclusion
title_full_unstemmed Logical reasoning, interactive evaluation and ludicity in the context of inclusion
title_sort Logical reasoning, interactive evaluation and ludicity in the context of inclusion
author Coelho, Cristina Lucia Maia
author_facet Coelho, Cristina Lucia Maia
Sodré, Cristiane Zago
author_role author
author2 Sodré, Cristiane Zago
author2_role author
dc.contributor.author.fl_str_mv Coelho, Cristina Lucia Maia
Sodré, Cristiane Zago
dc.subject.por.fl_str_mv Intellectual disabilities
Logical reasoning
Interactive assessment.
Discapacidad intelectual
Raciocinio lógico
Evaluación interactiva.
Deficiência intelectual
Raciocínio lógico
Avaliação interativa.
topic Intellectual disabilities
Logical reasoning
Interactive assessment.
Discapacidad intelectual
Raciocinio lógico
Evaluación interactiva.
Deficiência intelectual
Raciocínio lógico
Avaliação interativa.
description The work analyzed the impact of psychopedagogical interventions - via concrete material such as the Logical-Symbolic Box - on the logical reasoning of students with intellectual disabilities in the context of inclusion. The theoretical clipping was based on the concept of zone of proximal development and on the theory of mediated learning. Methodologically, the research was based on an interactive assessment that admits that mediated learning and the stimulus to metacognition contribute to students' cognitive plasticity and self-regulation. Using the longitudinal method, a protocol with activities evaluated the logical reasoning in situations of pre and post interventions with the material of the Logical-Symbolic Box. The pre-test revealed the predominance of students at the preoperative level. The post-test demonstrated advancement in the logical abilities in the conservation tests, class logic, logical sequences, class intersection, among others. The study pointed to the efficacy of psychopedagogical interventions through playful logical thinking in students with intellectual disabilities.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliação interativa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674
10.21723/riaee.v14i2.11674
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674
identifier_str_mv 10.21723/riaee.v14i2.11674
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674/8032
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674/8152
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11674/8593
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/xml
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 2, abr./jun.; 470-484
Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 2, abr./jun.; 470-484
1982-5587
2446-8606
10.21723/riaee.v14i2
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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