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Advisor(s)
Abstract(s)
Os Terapeutas Ocupacionais são pilares harmonizadores do ambiente escolar, atuando no brincar
como um domínio central da Terapia Ocupacional para fomentar esta atividade tão significativa
para crianças na promoção da inclusão escolar.
Desta forma, este estudo teve como objetivo avaliar e descrever os efeitos de uma intervenção
focada na promoção da participação social de alunos do 1º ciclo, durante os momentos de
brincadeira no recreio.
Neste estudo quasi-experimental, participaram 34 alunos, 19 no Grupo Experimental (GE) e 15 no
grupo de Controlo (GC). A intervenção, implementada por uma Terapeuta Ocupacional numa
escola do ensino básico, contou com 1 O sessões implementadas ao longo de 3 semanas no recreio
focando a promoção das dimensões da participação social, como a aceitação social dos pares, a
autoperceção de inclusão, os relacionamentos interpessoais e as amizades. Estas dimensões
foram avaliadas junto dos alunos através de um questionário aplicado antes e após a intervenção
e da observação das interações entre alunos todas as semanas da intervenção.
Foi possível verificar uma melhora da participação social devido a uma amplificação das
interações sociais nos restantes contextos da escola, bem como o sentido de pertença, redes de
amizade, desencadeando uma redução do número de alunos em risco de exclusão. Destaca-se
ainda a evidência do professor pela melhor aceitação pela diferença enquanto turma, bem como
o facto de a mancha humana no recreio se ter aproximado após intervenção.
Em suma, este projeto evidenciou a importância do brincar como meio inclusivo e promotor da
participação social nas crianças do primeiro ciclo.
Occupational Therapists are harmonizing pillars in the school environment, acting in the "play" as a central domain of Occupational Therapy aiming to foste r this activity, which is so significant for children, in promoting school inclusion. Thus, this study aimed to evaluate and describe the effects of an intervention focused on promoting social participation among 1st grade students during playtime at recess. ln this quasi-experimental study, 34 students participated, with 19 in the Experimental Group (EG) and 15 in the Contrai Group (CG). The intervention, implemented by an Occupational Therapist in a primary school, consisted of 10 sessions conducted over 3 weeks during recess, focusing on promoting dimensions of social participation such as peer social acceptance, self-perceived inclusion, interpersonal relationships, and friendships. These dimensions were assessed through a questionnaire administered before and after the intervention, as well as through observation of student interactions every week during the intervention. lt was possible to observe an improvement insocial participation, as there was an amplification of social interactions in other school contexts, as well as a sense of belonging and friendship networks, resulting in a reduction in the number of students at risk of exclusion. lt is also worth noting the teacher's evidence of better acceptance of differences within the class, as well as the fact that the human presence in the playground became more integrated after the intervention. ln summary, this project highlighted the importance of play as an inclusive means and promoter of social participation among children in the first grade.
Occupational Therapists are harmonizing pillars in the school environment, acting in the "play" as a central domain of Occupational Therapy aiming to foste r this activity, which is so significant for children, in promoting school inclusion. Thus, this study aimed to evaluate and describe the effects of an intervention focused on promoting social participation among 1st grade students during playtime at recess. ln this quasi-experimental study, 34 students participated, with 19 in the Experimental Group (EG) and 15 in the Contrai Group (CG). The intervention, implemented by an Occupational Therapist in a primary school, consisted of 10 sessions conducted over 3 weeks during recess, focusing on promoting dimensions of social participation such as peer social acceptance, self-perceived inclusion, interpersonal relationships, and friendships. These dimensions were assessed through a questionnaire administered before and after the intervention, as well as through observation of student interactions every week during the intervention. lt was possible to observe an improvement insocial participation, as there was an amplification of social interactions in other school contexts, as well as a sense of belonging and friendship networks, resulting in a reduction in the number of students at risk of exclusion. lt is also worth noting the teacher's evidence of better acceptance of differences within the class, as well as the fact that the human presence in the playground became more integrated after the intervention. ln summary, this project highlighted the importance of play as an inclusive means and promoter of social participation among children in the first grade.
Description
Keywords
Brincar Inclusão lnteração Pares Participação social Recreio lnclusion lnteraction Peers Play Recess Social participation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação