A INCLUSÃO DE CRIANÇAS COM SÍNDROME DE DOWN NA PSICOMOTRICIDADE RELACIONAL: UM ESTUDO DE CASO
This article is the result of an investigative process using Down’s syndrome children gathered with “normal” children in relational psychomotricity sessions. It aimed at studying the relationship among the protagonist children of the study with the other children, the teachers and the objects, as well as investigating their behavioral effects during regular relational psychomotricity sessions. It was a qualitative study that used different instruments for data collecting, such as: interviews, observations, descriptive memories, and the documents analysis. The analysis and interpretation of the results allowed the development of the following variables: a) manifestations of Down’s syndrome and behaviors presented by the protagonist children of the study; b) imitation and rhythm of the group as a stimulus for the development of the mental processes; c) the pedagogical action as a mediator of children relationship. The study showed that the pedagogical intervention into the relational psychomotricity practice in an eclectic group allowed the extension of the social and affectionate relations of these children, as well as diversified and enriched their playing and exercising behavior.