Entre riscos e rabiscos: o desenho infantil para aquisição da escrita de estudantes com Síndrome de Down

Abstract

This monographic study searches between scratches and scribbles looking at how the child's drawing favors the acquisition of the writing of students with Down Syndrome. The study intends to understand how the process of graphomotor development, prewriting and writing of students with Down Syndrome occurs. This research is qualitative, of an exploratory nature, in which it was based on studies of Down Movement (2019); in theorists such as Maria Aranha (2001), Brazil (2008), Jean Piaget (1969), with the participation of the teachers of the common class and the multifunctional resource room, the students' families, and the director of UEB. It is known that Down Syndrome is a genetic anomaly, caused on chromosome 21, which in turn, affects the lives of people in a specific way and to a great extent. Because of this, the learning of people with Down Syndrome can be gradual, but with appropriate interventions this process can be improved, which is gradually established through stimuli. For this, to use new methods that complement this process of formation can be considered valid for teaching and learning of these students, since the drawing is not a form of expression in which, every child in its initial phase of contact with the paper can perform in a positive and spontaneous way, starting from scratches, scribbles, drawing until it results in writing at a complex level. Working with the issue of how drawing favors and supports the development of writing and propitiates the acquisition of the pre-writing and writing of people with Down Syndrome is not a simple task. Regarding this, the results of this research demonstrate that despite the slowness, the development of the writing of students with SD occurs in the same way, starting from the action of drawing