Teaching with art in the Specialized Educational Service: drawing as a potentiator of learning for students with disabilities

Authors

DOI:

https://doi.org/10.33448/rsd-v9i1.1497

Keywords:

Successful experience; Inclusive education; Skills; Human formation.

Abstract

This article aims to expose the teaching practice performed in the field of inclusive education, focusing on the development of communication, affection, interaction, self-esteem and enhancement of natural skills, with emphasis on artistic design, the student with intellectual disabilities and autism. We opted for the case study, with participant observation, since the student is the target audience of Specialized Educational Care. The work has been refined and developed, having as its main locus the Multifunctional Resource Room of an elementary school in the city of Maranguape, Ceará, Brazil, especially in the first semester of 2014. It focuses on the student's educational process, the from the relationship between the family, the school and the society in which it is inserted, seeking to know their needs, as well as their natural abilities. The contribution of legal devices such as PCN's (1997) and also the theoretical foundation of human behavior scholars and their development were necessary, namely: Piaget (1997), under the constructivist view; Gardner (2001) with the theory of Multiple Intelligences; besides the contribution of Figueiredo (2010). As a result, starting from the inclusion process with the student's permanence in the Specialized Educational Care and regular school, there was an evolution in the learning and development of his active, autonomous, creative and participative posture. The conclusions point to an effective teaching practice through artistic design involving on the one hand the student with disabilities and on the other the teaching professionals of the Specialized Educational Care.

References

Brasil/MEC. (1997). Parâmetros Curriculares Nacionais: Arte. Secretaria de Educação Fundamental/Brasília.

Brasil/MEC. (2001). Parâmetros Curriculares Nacionais: Arte. Secretaria de Educação Fundamental/Brasília/ 3 ed./ Brasília.

De Figueiredo, R. V., Boneti, L. W., & Poulin, J. R. (2010). Novas luzes sobre a inclusão escolar. Edições UFC.

De Figueiredo, R. V. (2010). Escola, Diferenças e Inclusão. Fortaleza: Ed. da UFC.

Forest, M., & Pearpoint, J. (1997). Inclusão: um panorama maior. A integração de pessoas com deficiência: contribuições para uma reflexão sobre o tema, 137-141.

Freire, P. (1996). Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra – (Coleção Leitura).

Freitas, S. N (Org.). (2008). Tendências contemporâneas de inclusão. Santa Maria: Ed. da UFRS, p. 27.

Gardner, H. (2001). Inteligência: um conceito reformulado. Rio de Janeiro: Objetiva.

Minayo, M. C. de Souza. (1994). Pesquisa social: teoria, método e criatividade.

Oliveira, E. C; Nascimento, M. Valcidéa do. (2009). Introdução à arte-educação. Fortaleza: RDS.

Pereira, A.S. et al. (2018). Metodologia da pesquisa científica. [e-book]. Santa Maria/RS. Ed. UAB/NTE/UFSM.Disponívelm:https://repositorio.ufsm.br/bitstream/handle1/15824Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf?sequence=1. Acesso em 30 ago. 2019.

Piaget, J. (1978). Os pensadores. São Paulo: Abril S.A. Cultural e Industrial.

Piaget, J. (1997). Seis estudos de psicologia. 22. Ed. Rio de Janeiro: Forense.

Yin. R. K. (2005). Estudo de caso: planejamento e métodos. 3 ed. Porto Alegre: Bookman.

Downloads

Published

01/01/2020

How to Cite

SILVA, F. E. M. da; SILVA, F. M. C.; SOUSA, A. de A.; QUEIROZ, M. G. de; LEMOS, P. B. S. Teaching with art in the Specialized Educational Service: drawing as a potentiator of learning for students with disabilities. Research, Society and Development, [S. l.], v. 9, n. 1, p. e01911497, 2020. DOI: 10.33448/rsd-v9i1.1497. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/1497. Acesso em: 22 dec. 2024.

Issue

Vol. 9 No. 1

Section

Education Sciences

License

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.