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Support that led to the inclusion and interaction in physical education class:
Nathália Heinen Braga
nathaliaheinen@hotmail.com
Thiago Molon
da Silva Santiago
thiagomolon@gmail.com
Social group:
Jorge
Luiz Teixeira Barbosa
Escola Municipal Artur Ramos
Rua Marquês de São Vicente, 147.
Gávea.
We did
our project
in the Municipal School Ramos in Gávea. There
happen to physical education classes for elementary schools that provided in
partnership with our intercessor, Professor George.
During visits to schools we witness activities such as soccer,
various types of "pique", bowling, playing in a circle, etc.
From the set of words that makes up the universe of vocabulary Jorge recognize
as the theme for the project:
"The inclusive
school educates hearing and motivating participation for greater interaction.."
From visits to the workplace of the intercessor, we realize that one of their
main goals was to connect during the lessons and integrate their students.
For this purpose we took it to George several options of play and objects
that could help him accomplish that goal. Through much trial and variations
of experiments, we have reached the final idea, a traffic signal with animal
parts.
Our product, besides being dismantled, taking up little space when not in
use, lightweight, soft, malleable and easily manipulated, brings to children
all the fun and the integration of students required by Jorge. The object is
used as follows: George chooses one of six cards with the animals' heads to
take a color signal, repeats the same process with the body and legs of
animals in other colors. After the animal was mounted, it randomly chooses
three children, one each to represent a part of the animal in a tissue with
the three colors. Each track shows the color of the fabric part of the animal
and the child to imitate. Students who have left over the function to find
out what each student under the cloth is imitating.
To build our product line to use black mesh boxes, colored acrylic to give
the effect of light colors, paper box Paraná to structure and platelets,
Velcro and metal rings to make a system of closing the box to involve contact
drawings of animals and keep them intact and fabric in red, yellow and green
for the cloth that covers the children when they are imitating animals.
Conclusion and Evaluation of the Intercessor
Jorge Rating:
The work
began with the observation of physical education classes and registration of movements, the participation of children and the teacher through written
reports and illustrated. At the end
of each class we talked about
the purpose activities that have been proposed. During the stage enjoying the filings
made by the trainees, were created by various
materials and placed them in class, what
he had, always, concentration, attention,
and motivation of children. A simple game became more interesting when the student used, for
example, a fabric cover or as a prop in the stressed group. The material
produced by the trainees facilitate
and complement the class dynamics. Throughout the work, and Thiago Nathália (PUC) demonstrated interest, commitment
and a great fondness for children. I conclude that the work was valuable because
it enriched the teacher's planning process and psychomotor
development of students.
Nathália Conclusion:
From the second project, at first, I learned to organize and
plan my time. I learned to absorb the details of the
experiences and turn them into ideas and words. Over time I realized it was becoming easier
to describe the
activities and thanks to what I had learned from
them. I learned to use the routine visits to build trust with the
intercessor. I also learned to create a relationship
of respect, companionship and mutual help with my partner, to rethink decisions and be flexible to other ideas .. I realized that we have
many other partners beyond that who is with us every day, we all help each
other and that
creates in each
student's "room between jaqueiras" a share of
responsibility for the success of each product, directly or indirectly, contributing
every day to feel proud of each other and ourselves at the end of the period. Last but not least, I learned that we must research, plan and build our products so they are
not only an object. Leading in some way, beyond the
appearance and aesthetic
appeal, comfort, sustainability, recycling,
usability, environmental awareness and a learning
experience for each child to take the rest of his life.
Thiago Conclusion:
My second period was
intense. I never could organize
my time because I think I never had so
great a charge. And when it comes to design and production, I am becoming concerned. In the second project was different, the time was very short and
the method used required me a lot of
dedication and planning throughout the process. As the first project, saw the pair is essential, and that planning is extremely necessary and implied in the final product. We followed the fate of you professor Jorge lessons and have you as
our partner because he always explained his actions during his classes, and
then we place ourselves completely
in the project and the time since we saw ourselves as part of the environment we were working. Despite all the complications, it was very gratifying to see it happen and to work out. I hope that even with the lack of time able
to back our product with a little of everything that happened during our intercessor in these months of production
in college. I leave this project with
the assurance that my
planning from now on will be different and really
happen as soon as I learned this
semester.
Discipline: DSG 1002
Class: 1AC
Professors: Ana Branco e Gabriela Gusmão
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