Jogos cooperativos e inclusão no projeto intensivo no ciclo – PIC

• Ano de defesa: 2010
• Autor(a) principal: Silva, João Anderson da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Departamento 1; Programa de Pós Graduação Mestrado Educação; UNICID
• Palavras-chave em Português: Políticas públicas de educação; Projeto Intensivo no Ciclo (PIC); Jogos cooperativos; Relação aluno-aluno/professor-aluno; Espaço inclusivo; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.cruzeirodosul.edu.br/handle/123456789/196

The aim of this work was to analyze the possible contribution of cooperative games to improvement of relationship among students of “Projeto Intensivo no Ciclo” class (PIC) and to constitution of inclusive space. The hypothesis assumes that developing the ability to relate in group and felt part of it, the students could express their problems and doubts without fear, creating a propitious environment to the learning. In 2008, the Education Department of São Paulo State started the “Projeto Intensivo no Ciclo”, a project to students considered with learning difficulties, aiming alphabetize and insert them on the regular classes with conditions to accompany the other students. When we ministered Physical Education classes to a class of this project, we could perceive the great difficult on relationship among the students, resulting in a hostile environment, with constant aggressive practices both among students and the students directed to the teacher. So, we realize the possibility to use the cooperative games with the goal of improving the relationship, teaching respect for others and making the student to feel part of a team, creating inclusive spaces. As methodology, we adopted the Research-Action. The research subjects were the students of PIC class of “Escola Estadual Sylvio Gueratto”, Mauá-SP. Theoretical framework: SILVA (2004;1999); BROTTO (2001); MACHADO (2009; 2008; 2007); MATTOS (2006;1998), and others. The application of cooperative games during Physical Education classes was effective to a change of attitude of the students, contributing to the decrease of aggressive actions in the class, creating links among them and, thus, forming inclusive spaces