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A equitação como dinâmica pedagógicasocial
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O presente estudo, intitulado “A equitação como Dinâmica pedagógica-social”, foi desenvolvido no âmbito do Mestrado em Ciências da Educação, especialização em Pedagogia Social. A investigação procura compreender de que forma a prática da equitação pode contribuir para processos educativos, inclusivos e de desenvolvimento humano, particularmente no caso de crianças e jovens com Perturbação do Espetro do Autismo. Partindo do enquadramento teórico da Pedagogia Social, a equitação é analisada como uma prática educativa que vai além da dimensão desportiva ou recreativa, assumindo potencial sociopedagógico relevante. A interação com o cavalo, o contacto com a natureza e a participação em atividades de natureza sociopedagógicas promovem experiências de aprendizagem que favorecem o desenvolvimento humano em geral, a comunicação, a autorregulação emocional e a construção de relações de confiança em particular. A investigação assume uma abordagem qualitativa, por via da realização de entrevistas semiestruturadas a diferentes intervenientes no contexto equestre, nomeadamente monitores e instrutores de equitação, educadores e cuidadores de crianças e jovens inscritos no programa. Os dados recolhidos foram analisados através da técnica de análise de conteúdo, permitindo identificar as dimensões associadas aos efeitos da equitação no desenvolvimento de cada pessoa. Os resultados apurados evidenciam que a equitação contribui para a promoção da inclusão social, para o desenvolvimento de competências socioemocionais e para a melhoria do bem-estar emocional das crianças e jovens envolvidos. A prática equestre revela-se igualmente uma prática educativa significativa, porquanto permite desenvolver valores como responsabilidade, cooperação, autonomia e respeito pelo outro. A conclusão remete-nos para o facto de a equitação poder ser entendida como uma prática sociopedagógica relevante, capaz de integrar dimensões educativas, sociais e relacionais, contribuindo, assim, para processos de inclusão e para o desenvolvimento integral da pessoa integrada nesta dinâmica.
This study, entitled “Equestrian Activity as a Socio-Pedagogical Dynamic,” was developed within the scope of a Master’s degree in Educational Sciences, with a specialization in Social Pedagogy. The research aims to understand how equestrian practice can contribute to educational, inclusive, and human development processes, particularly in the case of children and young people with Autism Spectrum Disorder. Based on the theoretical framework of Social Pedagogy, equestrian activity is analysed as an educational practice that goes beyond its sporting or recreational dimension, assuming significant socio-pedagogical potential. Interaction with the horse, contact with nature, and participation in socio-pedagogical activities promote learning experiences that foster overall human development, as well as communication, emotional self-regulation, and the construction of trusting relationships. The study adopts a qualitative approach, using semi-structured interviews with different participants in the equestrian context, namely riding instructors, educators, and caregivers of children and young people enrolled in the project. The collected data were analyzed through content analysis, allowing the identification of key dimensions associated with the effects of equestrian practice on individual development. The findings indicate that equestrian activity contributes to the promotion of social inclusion, the development of socio-emotional skills, and the improvement of emotional wellbeing among the children and young people involved. It also emerges as a meaningful educational practice, enabling the development of values such as responsibility, cooperation, autonomy, and respect for others. In conclusion, equestrian activity can be understood as a relevant socio-pedagogical practice that integrates educational, social, and relational dimensions, thereby contributing to inclusive processes and to the holistic development of the individual engaged in this dynamic.
This study, entitled “Equestrian Activity as a Socio-Pedagogical Dynamic,” was developed within the scope of a Master’s degree in Educational Sciences, with a specialization in Social Pedagogy. The research aims to understand how equestrian practice can contribute to educational, inclusive, and human development processes, particularly in the case of children and young people with Autism Spectrum Disorder. Based on the theoretical framework of Social Pedagogy, equestrian activity is analysed as an educational practice that goes beyond its sporting or recreational dimension, assuming significant socio-pedagogical potential. Interaction with the horse, contact with nature, and participation in socio-pedagogical activities promote learning experiences that foster overall human development, as well as communication, emotional self-regulation, and the construction of trusting relationships. The study adopts a qualitative approach, using semi-structured interviews with different participants in the equestrian context, namely riding instructors, educators, and caregivers of children and young people enrolled in the project. The collected data were analyzed through content analysis, allowing the identification of key dimensions associated with the effects of equestrian practice on individual development. The findings indicate that equestrian activity contributes to the promotion of social inclusion, the development of socio-emotional skills, and the improvement of emotional wellbeing among the children and young people involved. It also emerges as a meaningful educational practice, enabling the development of values such as responsibility, cooperation, autonomy, and respect for others. In conclusion, equestrian activity can be understood as a relevant socio-pedagogical practice that integrates educational, social, and relational dimensions, thereby contributing to inclusive processes and to the holistic development of the individual engaged in this dynamic.
Descrição
Palavras-chave
Equitação Pedagogia social Inclusão Equitação terapêutica Perturbação do espetro do autismo Horse riding Social pedagogy Inclusion Therapeutic riding Autism spectrum disorder
Contexto Educativo
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Licença CC
Sem licença CC