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Construção de um programa de enriquecimento e estimulação do potencial cognitivo - PEEC: aplicação à população escolar com défice cognitivo moderado
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O estudo incide sobre a Construção de um Programa de Enriquecimento e Estimulação do potencial Cognitivo (PEEC) de aplicação à população escolar com défice cognitivo moderado, a partir de uma amostra constituída para o efeito, e procura compreender em que medida a aplicação deste programa produz alterações significativas ao nível do potencial cognitivo, neste tipo de franja populacional. A construção teórica do Programa de Enriquecimento e Estimulação do potencial Cognitivo (PEEC) é baseada nas teorias de Feuerstein, Vygotsky e de Piaget, tendo em substrução as características do método socrático e da pedagogia diferenciada. A aplicação prática do programa é sustentada pela Maleta Pedagógica de Enriquecimento e Estimulação do potencial Cognitivo (MAPEEC) que consiste num conjunto diversificado de exercícios de observação e de registo, específicos, e de materiais didático-instrumentais de caráter manipulativo, construídos no âmbito do programa. O estudo tem por base uma amostra aleatória de participantes (n=20) com défice cognitivo moderado, obtida a partir da população escolar que frequentava os Agrupamentos de Escolas do concelho do Fundão (Portugal) no ano letivo 2011/2012, sendo a mesma representativa do universo concelhio de 109 alunos, à época. A sua constituição teve por base os seguintes requisitos: (1) 20 indivíduos caraterizados com défice cognitivo moderado; (2) população que se encontra numa faixa etária entre os 7 e os 16 anos; (3) frequência em escolas públicas; (4) abrangidos pelo Dec. Lei nº3/2008 de 7 de janeiro – legislação que regula o serviço de Educação Especial do sistema de Educação e (5) de sexo feminino ou masculino. A metodologia utilizada teve por base a formação, com caráter aleatório, de dois grupos com 10 elementos cada um. Foi constituído o grupo experimental e o grupo de controlo. O grupo experimental foi objeto de 25 sessões semanais, de uma hora cada, em locais distintos e de acordo com a disponibilidade de horário pós-letivo de todos os intervenientes, tendo sido vedada a experiência ao grupo de controlo. A recolha de dados foi efetuada a partir dos seguintes instrumentos cientificamente validados e aferidos à população portuguesa: (1) Matriz Progressiva de Raven – Escala Colorida (aferição de Simões, 2000 & Almeida, 2009); (2) Bateria de Aptidões Para a Aprendizagem Escolar (BAPAE) de Mª Vitória da la Cruz (1993) e (3) Provas de Diagnóstico Pré-Escolar de Mª Vitória da la Cruz (2003). O Programa de Enriquecimento e Estimulação do potencial Cognitivo (PEEC) tem por base os seguintes objetivos: (1) aplicar aos sujeitos da amostra instrumentos de avaliação psicológica cientificamente validados e aferidos à população portuguesa, em dois momentos distintos: pré-teste e pós-teste; (2) Aplicar o Programa de Enriquecimento e Estimulação do potencial Cognitivo (PEEC) aos sujeitos do grupo experimental e vedar a experiência aos sujeitos do grupo de controlo; (3) determinar que tipos de alterações se operam ao nível do potencial cognitivo dos sujeitos em estudo quando comparados os resultados obtidos pelos sujeitos do grupo experimental com os sujeitos do grupo de controlo; (4) determinar a relação de causa-efeito entre o estímulo (intervenção) e a resposta (resultados obtidos); (5) demonstrar que é possível aplicar os fundamentos teóricos à prática educativa, através do recurso a exercícios específicos e a materiais de caráter didático-instrumental, quando não existe acessibilidade a programas ou instrumentos cientificamente validados; (6) demonstrar que quando associado exercícios e material didático-instrumental, específicos, a uma metodologia particular se podem operar transformações ao nível do potencial cognitivo da população escolar com défice cognitivo e (7) contribuir para a reflexão da situação educativa atual desta população escolar a partir da análise ao conhecimento científico existente e da necessidade da sua extensão e aplicação à prática educativa, específica da área da Educação Especial. Os resultados obtidos sustentam que o potencial cognitivo para a aprendizagem é desenvolvido com a presença de um mediador que facilite, promova, otimize e estimule as funções cognitivas. Para além disso, estes resultados sugerem também que há benefícios em termos de estimulação e de enriquecimento cognitivo, quando os participantes são sujeitos a um treino sistemático com base em exercícios e materiais didático-instrumentais específicos. Estes resultados corroboram conceptualizações e estudos empíricos que afirmam a importância da experiência de aprendizagem mediada a qual pode promover a modificabilidade cognitiva e o desenvolvimento do potencial cognitivo.
The study focuses the Construction of a Program of Enrichment and Stimulation of Cognitive potential (PESC) for application to the school population with cognitive deficit moderate, from a sample composed for the effect. This study was intended to understand and determine what kinds of changes it was operated in the individuals in this study, in terms of their cognitive potential level, after the implementation of this program. The theoretical construction of the Program of Enrichment and Stimulation of Cognitive potential (PESC) is based on the theories of Feuerstein, Vygotsky and Piaget, taking also the characteristics of Socratic inquiry method and the pedagogical differentiation. The practical implementation of the program is sustained by the Kit Educational of Enrichment and Stimulation of Cognitive potential (KEESC) which consists of a diverse set of exercises for observation and registration associated a didactic material instrumental and manipulative, built under the program. The study is based on a random sample of participants (n= 20) with cognitive deficit moderate, obtained from the population of students who had been attending in the schools of the county of Fundão (Portugal) in the academic year 2011/2012. This sample is representative of the universe municipality of 109 students, at the time. The constitution of the sample was performed from the scrutiny of the overall schools of the county of Fundão that included individuals with this problem. This constitution was based on the following requirements: (1) 20 individuals with cognitive deficit moderate; (2) population between 7 and 16 years; (3) frequency in public schools; (4) covered by the Law no. 3/2008 of 7 January - legislation that regulates the Special Education of the Portuguese Education system; (5) male or female. The methodology used in the study was based on the constitution with random character of two different groups, each one with 10 subjects: the experimental group and the control group. The experimental group received 25 weekly sessions of one hour each, developed in different places and in accordance with the availability of after-school of all the elements. The experience has been sealed to the control group. The data collection was performed from the following instruments scientifically validated and calibrated to the Portuguese population: (1) «Raven's Progressive Matrices - Color Scale» (benchmarking Simões, 2000 & Almeida, 2009); (2) «Battery of Skills for School Learning (BSSL)» by Mª Victory de la Cruz (1993) and (3) «Evidence of Diagnosis Pre-School» by Mª Victory de la Cruz (2003). The Program of Enrichment and Stimulation of Cognitive potential (PESC) is based on the following objectives: (1) apply to the sample tree types of instruments of psychological evaluation scientifically validated and calibrated to the Portuguese population, in two distinct moments: pre-test and post-test, for data collection; (2) apply the Program of Enrichment and Stimulation of Cognitive potential (PESC) to the subjects of the experimental group and seal the experience to the subjects of the control group; (3) determine what kinds of changes that was operated in terms of the cognitive potential when it was compared the results obtained by the subjects of the experimental group with the results of the control group; (4) determine the relationship cause-and-effect between the stimulus (intervention) and the response (results); (5) demonstrate that it is possible to apply the theoretical foundations of educational practice, through the use of specific exercises and the didactically-instrumental materials, when there is no accessibility to programs or instruments scientifically validated; (6) demonstrate that when associated exercises and didacticallyinstrumental materials to a particular methodology, that can change the level of the cognitive potential of school population with cognitive deficit; (7) contribute to the reflection of the educational situation of current school population from the analysis presented on the scientific knowledge and the need for their extension and application to educational practice, specific to the area of Special Education. The results support that the cognitive potential for learning is developed with the presence of a mediator who facilitate, encourage, optimize and stimulates the cognitive functions. Furthermore, these results also suggest that there are benefits in terms of stimulation and cognitive enrichment, when the participants are subject to a systematic training basis on the exercises and didactic material instrumental and manipulative. These results corroborate theoretical prospect and empirical studies that defends the importance of acquire experience of mediated learning, for the reason that it promote modificability and development cognitive potential.
The study focuses the Construction of a Program of Enrichment and Stimulation of Cognitive potential (PESC) for application to the school population with cognitive deficit moderate, from a sample composed for the effect. This study was intended to understand and determine what kinds of changes it was operated in the individuals in this study, in terms of their cognitive potential level, after the implementation of this program. The theoretical construction of the Program of Enrichment and Stimulation of Cognitive potential (PESC) is based on the theories of Feuerstein, Vygotsky and Piaget, taking also the characteristics of Socratic inquiry method and the pedagogical differentiation. The practical implementation of the program is sustained by the Kit Educational of Enrichment and Stimulation of Cognitive potential (KEESC) which consists of a diverse set of exercises for observation and registration associated a didactic material instrumental and manipulative, built under the program. The study is based on a random sample of participants (n= 20) with cognitive deficit moderate, obtained from the population of students who had been attending in the schools of the county of Fundão (Portugal) in the academic year 2011/2012. This sample is representative of the universe municipality of 109 students, at the time. The constitution of the sample was performed from the scrutiny of the overall schools of the county of Fundão that included individuals with this problem. This constitution was based on the following requirements: (1) 20 individuals with cognitive deficit moderate; (2) population between 7 and 16 years; (3) frequency in public schools; (4) covered by the Law no. 3/2008 of 7 January - legislation that regulates the Special Education of the Portuguese Education system; (5) male or female. The methodology used in the study was based on the constitution with random character of two different groups, each one with 10 subjects: the experimental group and the control group. The experimental group received 25 weekly sessions of one hour each, developed in different places and in accordance with the availability of after-school of all the elements. The experience has been sealed to the control group. The data collection was performed from the following instruments scientifically validated and calibrated to the Portuguese population: (1) «Raven's Progressive Matrices - Color Scale» (benchmarking Simões, 2000 & Almeida, 2009); (2) «Battery of Skills for School Learning (BSSL)» by Mª Victory de la Cruz (1993) and (3) «Evidence of Diagnosis Pre-School» by Mª Victory de la Cruz (2003). The Program of Enrichment and Stimulation of Cognitive potential (PESC) is based on the following objectives: (1) apply to the sample tree types of instruments of psychological evaluation scientifically validated and calibrated to the Portuguese population, in two distinct moments: pre-test and post-test, for data collection; (2) apply the Program of Enrichment and Stimulation of Cognitive potential (PESC) to the subjects of the experimental group and seal the experience to the subjects of the control group; (3) determine what kinds of changes that was operated in terms of the cognitive potential when it was compared the results obtained by the subjects of the experimental group with the results of the control group; (4) determine the relationship cause-and-effect between the stimulus (intervention) and the response (results); (5) demonstrate that it is possible to apply the theoretical foundations of educational practice, through the use of specific exercises and the didactically-instrumental materials, when there is no accessibility to programs or instruments scientifically validated; (6) demonstrate that when associated exercises and didacticallyinstrumental materials to a particular methodology, that can change the level of the cognitive potential of school population with cognitive deficit; (7) contribute to the reflection of the educational situation of current school population from the analysis presented on the scientific knowledge and the need for their extension and application to educational practice, specific to the area of Special Education. The results support that the cognitive potential for learning is developed with the presence of a mediator who facilitate, encourage, optimize and stimulates the cognitive functions. Furthermore, these results also suggest that there are benefits in terms of stimulation and cognitive enrichment, when the participants are subject to a systematic training basis on the exercises and didactic material instrumental and manipulative. These results corroborate theoretical prospect and empirical studies that defends the importance of acquire experience of mediated learning, for the reason that it promote modificability and development cognitive potential.
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Palavras-chave
Pedagogia diferenciada Necessidades educativas especiais Desenvolvimento cognitivo Programa de enriquecimento instrumental Método socrático - Métodos pedagógicos