Desenvolvimento de conceitos cientÃficos em crianÃas com deficiÃncia mental

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The purposes of this study were to identify the generalization levels of embracing and abstraction that children with mental retardation present during the constitution of scientific concepts in teaching-apprenticeship process (classroom) and analyze the utilization of the concepts is a descontextualized situation (classification test of the fourth deleted) To reach the purposes, was necessary to pursuit theory fundamentals regarding the atypical development, thoughts and language development, concept formations and knowledge presentation, focusing on cultural-historic perspective of psychological theory. The research developed is methodic on the qualitative embracement, using the micro genetic analyses to investigate characteristics of the concept constitution related to the beings classification in children with mental disease. Took part of the investigation 6 (six) children, aged between 9 (nine) and 11 (eleven) years old, who are students from a public school in Combinado â Tocantins, properly enrolled in a special education class, focusing specifically in mental deficiency. To characteristics gathering in classroom, was used the semi structured observation of common 30 hours/class and the characteristics of the concepts in a descontextualized situation were gathered in a application, individual, of the fourth deleted classification. During classes, the participants of the study showed to develop concept embracing living creatures classification, using links even more elaborated of abstraction, reaching the level of the pseudo concepts. However, in the activity of the fourth deleted, the students presented a thought less elaborated, with characteristics of the complex thought degree, a phase called âcollectionsâ. Pointing out that children with mental retardation demonstrate difficulty in absorption and later classification transfer of the concepts learned when exposed to reflexive formal sort duties. They disconnect the logical judgment from the practical experience, according to differences of concept development levels in the researched situations. The results indicate the necessity of a scholar structure that considers the functioning peculiarities o a child with mental retardation in a way that promotes its logical intern development.

ASSUNTO(S)

crianÃas - desenvolvimento cogniÃÃo nas crianÃas psicologia do ensino e da aprendizagem crianÃas deficientes - educaÃÃo

ACESSO AO ARTIGO

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