A inclusão de crianças com dificuldades de aprendizagem com a utilização de jogos e brincadeiras
The purpose of this monograph is to discuss children with learning difficulties inclusion through the use of games and plays. It discusses the theme of application of games to teach abstract concepts, seeking to promote the inclusion of children with disadvantages in the acquisition of the minimu...
| Autor principal: | Sousa, Ana Karolynne Pereira |
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| Grau: | Monografia |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Tocantins
2023
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| Assuntos: | |
| Acesso em linha: |
http://hdl.handle.net/11612/5670 |
| Resumo: |
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The purpose of this monograph is to discuss children with learning difficulties inclusion
through the use of games and plays. It discusses the theme of application of games to
teach abstract concepts, seeking to promote the inclusion of children with
disadvantages in the acquisition of the minimum knowledge required by the regular
school. The field observation as well as the performance of the internship activities,
object of the present reflections, was carried out in a school of municipal education
network in the city of Miracema do Tocantins - TO. In this perspective, the central
objective of this monograph is to understand the importance of games for teaching
skills and competences in the early years of Elementary School, articulating this
pedagogical strategy to the inclusion of children with learning difficulties. In order to
deepen this theme and to face some of the doubts that concern many of the educators,
the following questions were raised: In the practice of the common teaching classes of
a school there is space to promote the inclusion of children who have difficulties to
meet expectations of learning? What pedagogical strategies can help children with
learning difficulties? How to favor an education for all despite all the diversity that we
find in the daily life of a classroom? These questions led us to the hypothesis that the
use of games and play could be an important resource both for the teacher who can
plan cognitive challenges that generate interest and curiosity and for children who are
involved in play, including those who have some kind of difficulty in learning. learning.
Games and games challenge children to face their difficulties in a playful way by
learning and progressively developing the expected skills and competences. As the
maxim “who plays more learns more” states that we assume the creative potential of
children as support for a more fun and dynamic learning, consolidating the acquisition
of new knowledge in such a relevant stage of human development: childhood. |