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Abstract(s)
O sentimento de pertença e inclusão são conceitos essenciais na sociedade e determinantes em ambientes educativos. Como a peteca (P) é um brinquedo indígena brasileiro, analisámos numa classe do 1º Ciclo do Ensino Básico (CEB) (N=16, 106,6±10,3 meses; meninas=9; meninos=6), o comportamento de crianças de origem brasileira (B) (n= 8) e de outras nacionalidades (portuguesa e indiana) (D), perante o desafio de construir a sua P e com ela experimentar rebatimentos (R) individualmente e a pares (5 ensaios (E) por condição). Todas as crianças B sabiam o nome da P, mas das D só 3. Nenhuma tinha brincado com a P. No conjunto da amostra não houve diferença entre géneros e idades. As crianças B significativamente tiveram menos: tentativas nos nós, vezes de apoio no 2º nó, total de apoios para os nós, tempo para construir a sua P; e, realizaram mais R individuais nos 2º e 4º E e no conjunto e média dos E; e, na média de R a pares. Contrariamente aos pares sem crianças B, os pares mistos (D e B) realizaram uma média superior do 2º até ao 4º E, adicionalmente tiveram um total e uma média de R recíprocos superiores aos pares só D ou B. As crianças B reconheceram a P como seu artefacto identitário, tanto concetualmente como corporalmente; que se pode ter refletido na sua partilha com as crianças D. Os resultados deste estudo sustentam a possibilidade do uso do brinquedo, como artefacto cultural, na promoção do sentimento de pertença em crianças migrantes e de sustentabilidade de inclusão.
The feeling of belonging and inclusion are essential concepts in society and determinants in educational environments. As the peteca (P) is a Brazilian indigenous toy, we analyzed in a class of the 1st Cycle of Basic Education (CEB) (N=16, 106.6±10.3 months; girls=9; boys=6), the behavior of Brazilian origin children (B) (n= 8) and of other nationalities (Portuguese and Indian) (D), faced with the challenge of building their P and with it experimenting it individually and in pairs (5 trials (E) per condition). All the B children knew P's name, but only 3 of the D children. None had played with P. In the sample as a whole, there was no difference between genders and ages. Children B had significantly less: knot attempts, support times at the 2nd knot, total knot supports, time to build their P; and, they performed more individual hits in the 2nd and 4th E and in the set and average of the E; and, in batting average in pairs. Contrary to the pairs without B children, the mixed pairs (D and B) performed a higher average from the 2nd to the 4th E, additionally had a total and an average of reciprocal hits higher than the pairs with only D or B. The B children recognized the P as its identity artifact, both conceptually and bodily; which may have been reflected in their sharing with the D children. The results of this study support the possibility of the use of toys, as a cultural artifact, in promoting a sense of belonging in migrant children and the sustainability of inclusion.
The feeling of belonging and inclusion are essential concepts in society and determinants in educational environments. As the peteca (P) is a Brazilian indigenous toy, we analyzed in a class of the 1st Cycle of Basic Education (CEB) (N=16, 106.6±10.3 months; girls=9; boys=6), the behavior of Brazilian origin children (B) (n= 8) and of other nationalities (Portuguese and Indian) (D), faced with the challenge of building their P and with it experimenting it individually and in pairs (5 trials (E) per condition). All the B children knew P's name, but only 3 of the D children. None had played with P. In the sample as a whole, there was no difference between genders and ages. Children B had significantly less: knot attempts, support times at the 2nd knot, total knot supports, time to build their P; and, they performed more individual hits in the 2nd and 4th E and in the set and average of the E; and, in batting average in pairs. Contrary to the pairs without B children, the mixed pairs (D and B) performed a higher average from the 2nd to the 4th E, additionally had a total and an average of reciprocal hits higher than the pairs with only D or B. The B children recognized the P as its identity artifact, both conceptually and bodily; which may have been reflected in their sharing with the D children. The results of this study support the possibility of the use of toys, as a cultural artifact, in promoting a sense of belonging in migrant children and the sustainability of inclusion.
Description
Keywords
crianças migrantes inclusão peteca Brasil construção de brinquedo Portugal rebatimentos inclusion migrant children toy construction hits
Citation
Serrão-Arrais, A., Catela, D., Marreiros, B., Copa, B., Oliveira, A., & Nunes, M. (2023). Construção e exploração da peteca em turma de 7-10 anos de idade com crianças de origem brasileira. In M.J. Lagoa, D. Coutinho, C. Carvalho, J.O. Santos, J. Viana & G. Silva (Eds). Estudos em Desenvolvimento Motor da Criança XVI (pp. 395-400). Centro de Publicações/Universidade da Maia. Centro de Investigação em Desporto, Saúde e Desenvolvimento Humano.
Publisher
Centro de Publicações/Universidade da Maia