Identificação da interação e do brincar da criança com deficiência física no contexto escolar sob a visão dos professores

• Autor(a) principal: Marques, Maria Lúcia Chicarelli [UNESP]
• Data de Publicação: 2015
• Outros Autores: Santos, Camila Boarini dos [UNESP], Rocha, Aila Narene Dahwache Criado [UNESP]
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://200.145.6.205/index.php/congressoextensao/8congressoextensao/paper/view/615; http://hdl.handle.net/11449/142496
• topic: Playing; Child education; Occupational therapy; School inclusion; Brincar; Educação infantil; Terapia ocupacional; Inclusão escolar

Studies have found that playing is essential for children and can facilitate the learning process, since through it the child explores his body and the environment, allowing the child to put himself in touch with their limits and capabilities. This study aims to identify the perception of the teacher about the interaction of physically disabled children with colleagues and play in the school context. In this work 59 teachers and 57 children with physical disabilities. The children were aged 1-14 years, and were inserted in the common rooms of regular schools. Data collection was carried out between April and November 2014 in schools of a city in the interior of São Paulo. Was developed an interview script entitled "Screening Protocol for collaborative work between health and education," in which included open-ended questions, and applied with the teacher in order to characterize the student and the school context in which it appears. We observed that although most teachers consider satisfactory the play of students with physical disabilities, during interviews identified difficulties in the interaction of students with disabilities with their peers, lack of student initiative physically disabled to carry out recreational activities and motor difficulties manipulate toys and participate in park activities. We conclude, therefore, that the school has a key role in the child development process, considering that the play creates situations for healthy living, building a knowledge of reality.