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Equoterapia educacional: um aporte colaborativo na inclus?o da crian?a com transtorno do espectro autista na escola / The Educational Hippotherapy as Collaborative proposal Inclusion in the School of children with Autism Spectrum Disorder in Comprehensive Care Center for ChildrenCruz, Francelina de Queiroz Felipe 11 October 2016 (has links)
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Previous issue date: 2016-10-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research was to study to identify and analyze the contributions of hippotherapy
Education, in schools, inclusion and development of students with Autism Spectrum Disorder,
and the performance of this practice as an educational Specialized care in the input learning.
In this sense the studies listed here to suggest a reflection about the inclusive educational
practices for collaborative environment, in school Integral Care Center for Children - CAIC
Paul Dacorso Son in UFRRJ. For the application of the study carried out a qualitative
approach, under the reflective gaze of the theoretical and methodological framework of
inclusive perspective from the Operational Guidelines for Basic Education and authors
dealing with such reference action research. In this way the path for the data collection
permeated by observing the hippotherapy sessions at school, semi-structured interviews,
reports pedagogical analysis of educational intra-class activities, reports and clinical case
histories and the student with ASD, object of study. The main topics are always related by the
interaction between the research object, the horse, mediators and school agents who acted as
more of a collaborative element in the construction of teaching, learning and development of
the autistic child as a whole, which brought to light effect experiences in educated culture
with pedagogical actions of autistic children enter a type of Therapeutic Riding school
Inclusive that had formed from the collective experience with other children neurot?picas in
different times and school spaces. finally describing the path in the process of inclusion of
children with ASD in school educational space CAIC Paul Dacorso Son identifying its
advances and or behavioral setbacks, affective and significant of these children, breaking with
the conservative outlook based on limitation of learning, and gradually broken in interactions.
Favoring overcome for manufacturing expectations of learning unveiling new knowledge and
educational practice, bringing new pedagogical meanings. / Esta pesquisa teve como objetivo central identificar e analisar as contribui??es da Equoterapia
na inclus?o e escolariza??o do aluno com Transtorno do Espectro Autista (TEA), sendo a
atua??o dessa pr?tica como um Atendimento Educacional Especializado gerou possibilidades
colaborativas para realiza??o de outras estrat?gias de significa??o de escolariza??o de um
aluno com TEA no interior de uma escola. Neste sentido, os estudos aqui elencados nos
sugerem uma reflex?o a cerca das pr?ticas educativas inclusivas, por meio colaborativo, na
escola. Para a aplica??o do estudo realizamos uma abordagem qualitativa, sob o olhar
reflexivo do referencial te?rico e metodol?gico dial?gico da perspectiva inclusiva a partir do
encontro de regularidades nos discursos dos agentes pedag?gicos da pesquisa que trataram de
produzir o sentido de suporte do outro no processo de escolarizar um aluno autista. Desta
forma, o caminho percorrido para as coletas de dados perpassaram pela observa??o das
sess?es de equoterapia na escola, entrevistas semiestruturadas, an?lises de relat?rios
pedag?gicos das atividades educativas intraclasse, laudos e anamneses cl?nicas do aluno com
TEA, objeto do estudo. Os principais temas abordados est?o relacionados sempre a partir da
intera??o entre o objeto da pesquisa, o cavalo, os mediadores e agentes escolares, que atuaram
como mais um elemento colaborativo na constru??o do ensino, aprendizagem e do
desenvolvimento da crian?a com TEA como um todo, o que trouxe ? tona experi?ncias
efetivadas, na cultura escolarizada, com a??es pedag?gicas de inserir crian?as com TEA num
tipo de Equoterapia Escolar Inclusiva em que se formassem a partir da viv?ncia coletiva com
outras crian?as neurot?picas nos diferentes tempos e espa?os da escola. Descrevendo
finalmente o caminho percorrido no processo de inclus?o da crian?a com TEA no espa?o
educativo da escola Centro de Aten??o Integral ? Crian?a e ao Adolescente (CAIC) Paulo
Dacorso Filho identificando seus avan?os e ou retrocessos comportamentais, afetivos e
significativos dessas crian?as, rompendo com as perspectivas conservadoras baseadas na
limita??o de aprendizagem, sendo aos poucos desfeitas nas intera??es. Favorecendo a
supera??o para a expectativa transformadora da aprendizagem desvendando novos saberes e
pr?ticos educativos, trazendo novos significados pedag?gicos
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