A educação mediada por animais como atividade desenvolvente no processo de aprendizagem de estudantes com deficiências

• Ano de defesa: 2016
• Autor(a) principal: Fidler, Denise Medina
• Orientador(a): Costas, Fabiane Adela Tonetto
• Banca de defesa: Brabo, Gabriela Maria Barbosa , Mezzomo, Carolina Lisboa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Teoria histórico-cultural; Educação mediada por animais (EMA) (Cinoterapia); Aprendizagem
• Palavras-chave em Inglês: Cultural-historical activity theory; Animal mediated education; Learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/12042

Nowadays the special education is gaining increasing prominence in the educational and political scenario, consolidating itself as a profitable field of research and bringing to discussion numerous issues that point out its potentiality. Among those issues, the matter of learning alternatives and new approaches is brought up, a complex notion that involves a multiplicity of conceptions and functions, specially within the ambit of the multifunctional-feature classroom. That being said, the present dissertation research is bound to the Special Education Line of Research of the Program of Post-Graduate Studies in Education and to the Group of Studies and Research in Educational Psychology and Inclusive Education (GEPEIN) and its purpose is to investigate and analyse, through the eyes of the teachers, parents and/or legal guardian, how the AME (Cinotherapy) can develop a student‟s cognitive functions as a mediator feature for support in the multifunctional classroom, involving the learning process in multiple areas of development. Aiming to comprehend the nature of this field of research in a historical and theoretical perspective, we based our research on the studies of Vygotsky (1991, 1993, 1997,1998, 2007), Baptista (2011), Becker (2002), Bardin (2011), Gatti (2006), Costas (2012), Dotti (2014) and others. The methodological basis adopted for this study is guided by a qualitative approach, using as research technique the Analysis of Content and as a collecting instrument for semi-instructed interviews along with teachers and parents and/or legal guardians. The investigation field was a public school in Santa Maria/RS and another public school in the city of Itaara/RS. Thereby, six categories were stablished: attention, memory, perception, language, logic and autonomy, which were indicated during the analysis and conducted this study, therefore, they are relevant and potent for making us realise the relevance of exchanging and the work developed and mediated in collectivity, mainly with the AME (Cinotherapy) diferential, in which this activity was interacting in a motivating way with students and leading to the exercise of interaction and the experience of new things in the classroom environment.