Raciocínio lógico, avaliação interativa e ludicidade no contexto da inclusão

Abstract

The work analyzed the impact of psychopedagogical interventions - via concrete material such as the Logical-Symbolic Box - on the logical reasoning of students with intellectual disabilities in the context of inclusion. The theoretical clipping was based on the concept of zone of proximal development and on the theory of mediated learning. Methodologically, the research was based on an interactive assessment that admits that mediated learning and the stimulus to metacognition contribute to students' cognitive plasticity and self-regulation. Using the longitudinal method, a protocol with activities evaluated the logical reasoning in situations of pre and post interventions with the material of the Logical-Symbolic Box. The pre-test revealed the predominance of students at the preoperative level. The post-test demonstrated advancement in the logical abilities in the conservation tests, class logic, logical sequences, class intersection, among others. The study pointed to the efficacy of psychopedagogical interventions through playful logical thinking in students with intellectual disabilities. (English) [ABSTRACT FROM AUTHOR]