PHYSICAL EDUCATION AND INCLUSION: TEACHERS’ PEDAGOGIC MEDIATION AT THE PLAYROOM
This study aims at describing and analyzing PE teachers’ work as mediators in the process of interaction among students with and without special education needs at the playroom. It is a qualitative research based on a case study. Participants were 15 children without special needs from Criarte (A Ch...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Movimento (Porto Alegre. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/56302 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/Movimento/article/view/56302 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Física Infantil. Mediação. Inclusão. Brinquedoteca. Children Physical Education. Mediation. Inclusion. Playroom. Educación Física Infantil. Mediación. Inclusión. Ludoteca. |
| Sumario: | This study aims at describing and analyzing PE teachers’ work as mediators in the process of interaction among students with and without special education needs at the playroom. It is a qualitative research based on a case study. Participants were 15 children without special needs from Criarte (A Children’s Educational Center within the Federal University Campus) and five children with special needs from the community in Vitória, Espírito Santo, Brazil. It concludes that teachers’ sensitive view as well as their role as mediators play an essential part in the children’s learning and development, which would not happen spontaneously. |
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