A educação física no desenvolvimento da corporeidade para a criança com Síndrome de Down na escola especial

Abstract

The motto of this dissertation is the study of the importance of Physical Education in the development and acquisition of corporeity in children with Down Syndrome in Special Modality Elementary School. The interest in the theme of Special Education arose from the researcher's training during the Physical Education course, advancing during the specialization in Special Education and after coming into contact with students from the aforementioned schools, particularly those with Down Syndrome. And, in this sense, this research seeks to promote reflections on the contributions aimed at building the human formation of this important layer of the population, trying to show what is the contribution of Physical Education in the development of children with Down Syndrome? This work has as general objective to understand the corporeity in Physical Education in Special Modality Elementary School for children with Down Syndrome, for special education and as specific objectives this work seeks to discuss the corporeity in Physical Education in basic education in the Special Modality; to investigate the contribution of work with Physical Education and Down Syndrome in the light of literature and public education policies for schools and to discuss corporeality for children with Down Syndrome. For the methodology, considering the listed objectives, this research will have a bibliographic nature with document analysis. The dissertation is organized into three chapters, namely: the first chapter entitled corporeity in physical education classes, deals with this scenario and the concept of body education that has been gaining strength and has become widely disseminated, denoting the set of body practices that were produced and transformed with the development of human kind; the second chapter brings to the debate the socialization of physical education knowledge in Special Modality Elementary School, where development comes from socialization among students, from the exchange of experiences that everyone brings to the school environment; and the third chapter entitled the corporeality of the disabled body to the different body, which discusses the importance of promoting and developing corporeality in children with Down syndrome and, concomitantly, Physical Education in this teaching/learning process. We consider that the discussions about the student in Special Modality Elementary School, in knowing the limits and possibilities of their body, are fundamental to promote reflections on how we could help in the construction of the human formation of this important layer of the population in the context of Paraná.