Brincar na Educação Infantil: contextos da área de jogos e o comportamento de uma criança com deficiência intelectual
Resumo
Algumas pesquisas voltadas para a acessibilidade física e sensorial em parques infantis trazem evidências de que este é um local que deve ser pensado para todas as crianças, em espaços públicos e escolas. No entanto, pouco ainda se discute sobre acessibilidade ou estratégias de estruturação de espaços de apoio ao desenvolvimento de crianças com deficiência intelectual. Dentre os estudos existentes, são relativamente poucos os trabalhos que buscam observar crianças em condições naturais, atentando para a espontaneidade da criança e sem orientação do pesquisador. Este estudo teve como objetivo explorar os possíveis impactos do uso de playgrounds no comportamento de uma criança com deficiência intelectual. A metodologia utilizada correspondeu à etologia. Para efeito de análise, foram utilizados estabelecimentos, categorias, brinquedos e equipamentos, interações sociais e habilidades motoras. Em geral, a análise dos dados sugeriu uma tendência da criança brincar sozinha em vez de explorar os equipamentos do playground, bem como realizar poucas habilidades manipulativas, privilegiando a locomoção. Esses resultados sugerem a necessidade de repensar propostas voltadas para a educação infantil a partir de contextos inclusivos. É fundamental que os professores participem do planejamento e da estruturação dos espaços de educação infantil, principalmente em uma perspectiva inclusiva.
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