Educação física, linguagem e inclusão : o hip hop como ferramenta de humanização e produção cultural de jovens e adultos com deficiência intelectual e autismo

• Ano de defesa: 2019
• Autor(a) principal: Pessoa, Daiane Matheus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação Física; Centro de Educação Física e Desportos; UFES; Programa de Pós-Graduação em Educação Física
• Palavras-chave em Português: Language; Inclusion; Intellectual Disability; Autism; Linguagem; Inclusão; Deficiência Intelectual; Autismo; Educação Física; 796
• Link de acesso: http://repositorio.ufes.br/handle/10/11301

The main goal of this research is to analyze the multiple forms of language that exists in a hip hop teaching-learning experience, which would be used as an instrument for humanization and social inclusion of people with intellectual disabilities and autism. For that matter, this study problematizes a variety of meanings that language can input on the human constitution of these subjects. In addition, it identifies the processes of internalization and cultural production that emerge from this experience, as well as those that reflect on them. The research uses hip hop as teaching subject, aiming for the appropriation of its multiple dimensions of language (graphite, DJ, MC, break, skateboarding and street basketball) used as an instrument for confronting the hiatus there is in social relations that take oral language as the only form of interlocution/social interaction. It also uses the hip hop teaching-learning experience and all the youth practices that it embraces as a possible opportunity to reaffirm the condition of youth that is repeatedly denied to those individuals. It is based on the historical-cultural approach, with special emphasis on the Lev S. Vygotsky’s contributions on the importance of historical and cultural context and social interactions for humanization processes. It is also based on the René Barbier’s existential action-research, in which the members of the participant group become intimate collaborators on the research being influenced by the object. A total of 25 adolescents and adults with intellectual disabilities and/or autism and their legal representatives took part on the research, which was held as an extension project at the Federal University of Espírito Santo. A project coordinator,two teachers, five scholarship students, five interns and two volunteers constituted the collective-researcher, contributing to the development of the study in a collective-collaborative way. The data was collected through daily reports on the field, photographs, videotapes, focus groups and also through the observations of the variety of languages produced by the subjects. All the records were organized according to the Laurence Bardin’s contents categories analysis and Maria Cecília Rafael de Góes’s microgenetic analysis.