Programa de estratégias físico/colaborativas para melhorar a aprendizagem socioemocional em estudantes com tdah
Palavras-chave:
Estratégias físicas/colaborativas, Aprendizagem emocional, TDAHResumo
A abordagem integradora, preventiva e inclusiva, que responde às necessidades reais do campo educacional e do desenvolvimento humano, constitui um dos modelos mais eficazes do ponto de vista pedagógico para desenvolver diferentes componentes da aprendizagem. Na educação especializada, há uma necessidade constante de avaliar as diversas propostas de intervenção. Por esse motivo, o objetivo deste estudo foi demonstrar a eficácia de um programa de estratégias físicas/colaborativas para melhorar a aprendizagem socioemocional de estudantes com TDAH. Trata-se de uma pesquisa descritiva/explicativa de caráter correlacional e longitudinal. Foi estudada uma amostra representativa e suficiente (n = 35), submetida a uma estratégia física/colaborativa para avaliar os efeitos sobre sua aprendizagem socioemocional. Todas as dimensões analisadas apresentaram melhorias significativas (p < 0,0001): atenção e concentração aumentaram em +3,30 pontos (de 4,35 para 7,65); regulação emocional, +3,25 pontos (de 4,15 para 7,40); desempenho escolar, +2,95 pontos (de 4,90 para 7,85); participação ativa, +3,45 pontos (de 4,90 para 8,35); e comunicação afetiva, +3,00 pontos (de 5,00 para 8,00). O programa de estratégias físicas/colaborativas demonstrou ser altamente eficaz para potencializar a aprendizagem socioemocional de alunos com TDAH. A implementação de atividades organizadas com uma abordagem integral, corporal e cooperativa promoveu o desenvolvimento de competências fundamentais para o rendimento acadêmico e a inclusão social dos estudantes,
evidenciando que esse tipo de ação pode ser incorporado com sucesso em ambientes educacionais regulares.
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