Relações sociais e afetivas de crianças com dificuldade de movimento no contexto escolar: uma análise a partir do olhar da professora e das crianças

Abstract

The school environment is a place where children can improve, learn and develop their skills. The school space reveals different situations in its daily life as difficulties that children can present, and can often be labeled without any diagnosis, or even have their particularities forgotten among so many children in this environment. In education, the perspective of inclusive education is necessary, precisely to meet the students’ needs. Many difficulties can be caused by bodily issues that were not worked at the right time or at the correct stage in the school environment. Thus, an inclusive practice consists of a scaled-down look at the differences, considering the subjects as social actors. Due to this context, the research analyzed whether the difficulty of movement would influence the social and affective interactions of children in the school context. The research had as objectives: to identify the children who presents difficulty of movement in the school context; to describe the social and affective interactions of children with and without movement difficulties in the school context and to verify if the children with difficulty of movement presents compromises in the social and affective interactions in the school context. As for the method, the research is characterized as a quality-quantity research. The locus of the research was a municipal school of early childhood education, in Manaus city. The instruments used were semi-structured interviews and the Movement Assessment Battery for Children (MABC-2) test. The participants of the research were 24 children aged 4-5 years old and the regent teacher. In the analysis and discussion of the data the descriptive analysis was used for the data of the children and the content analysis to analyze the data of the teacher.