A perspectiva da inclusão e construção de identidade de discentes canhotos no ensino fundamental: uma discussão no contexto das escolas do Município de Guimarães/MA

• Ano de defesa: 2024
• Autor(a) principal: SILVA, Daiany Santos
• Orientador(a): SILVEIRA, Francisca Morais da
• Banca de defesa: SILVEIRA, Francisca Morais da , FERREIRA, Heridan de Jesus Guterres Pavão , LEAL, Carlos Santos , SILVA, Ilma Maria de Oliveira , ALVES, Cândida Helena Lopes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
• Departamento: DEPARTAMENTO DE PSICOLOGIA/CCH
• País: Brasil
• Palavras-chave em Português: canhotismo; lateralidade; inclusão educacional;
• Palavras-chave em Inglês: left-handedness; handedness; education inclusion;
• Área do conhecimento CNPq: Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5597

For a long time, some beliefs were perpetuated regarding left-handed people belonging to the forces of evil or being linked to the negative. There was a time when parents instructed children, early on, to control the use of their right hand instead of their left, both when using objects and when eating. When it comes to the school environment, left-handedness has caused some difficulties, whether in terms of comfort when sitting or the development of writing. Therefore, the objective of this work was to analyze how schools in Guimarães, especially at the elementary school level, final years, have enabled the inclusion and construction of the identity of left-handed students, in the context of the teaching and learning process. . The methodology was organized by field research which, according to Marconi and Lakatos (2017), allows the researcher to be closer to the research subjects. The chosen approach was qualitative, described by Gil (2010) as one that does not focus on quantifying, but is based on interpretations of social reality, without focusing on collecting numbers. As a data collection instrument, a semi-structured interview was used, which according to Fonseca (2002) allows greater flexibility in responses from interviewees and greater understanding of the proposed investigation. The results pointed to timid actions regarding left-handedness in Guimarães. Some teachers are concerned, but without showing, in practice, what they do, how they do it and what they add to this scenario. The unique attitudes taken by school management in this scenario highlight a responsibility attributed only to the teacher to deal with laterality. Students have also followed a process in which they still do not fully understand the importance of the school community understanding them, so that they can have the necessary resources. In many moments they reported having no problems with being left-handed, but they showed that having wallets or some material could be important. Schools do not yet have the adapted materials and the methodologies are not yet aligned considering this specificity, however it may be that in the complete development of the research other perspectives may emerge.