Dias, Maria AparecidaPeixoto, Sára Maria Pinheiro2019-04-042019-04-042019-02-26PEIXOTO, Sára Maria Pinheiro. O corpo como sentido, criação e signficado da criança com Síndrome de Down: uma proposta de intervenção docente na Educação Infantil. 2019. 189f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2019.https://repositorio.ufrn.br/jspui/handle/123456789/26843The purpose of this study is to present a proposal for a teacher intervention in Early Childhood Education, considering the body as the structuring axis of this research, starting from an inclusive perspective, in which everyone has the right to advance in their learning according to their singularities. For this purpose, a qualitative approach was used by means of a collaborative action research, which was based on the epistemological foundations of Merleau-Ponty. This research was conducted in a Municipal Child Education Center of Natal, RN with a group of 15 subjects. In addition, it was accomplished through 8 pedagogical workshops. These seminars fostered collective experiences, co-production of knowledge, re-elaboration of concepts and teaching practices, starting from the action-reflection of the educational practice and recognizing the body as the main axis of this research. The data collection was obtained by means of active observations, field diary records, semi-structured interviews, dialogue groups, photographic and audio records. The analysis results indicated that it is important to contemplate the body in every sense and meaning under an inclusive school context, considering that even in this place children are often seen as a fragile, incapacitated and non-learning body from the perspective of their disability. At last, this research intended to unravel the paradigm that the human being is only made of a physical and biological body. Also, it sought to approach the conception that the body is a result of the interactions between biological and cultural aspects and lived and felt experiences, constituting the existence and perception of value, history, culture and affection, which are backed by the human experience in the world. In conclusion, children with intellectual disabilities cannot remain outside this process, since they are also the learning ones in the relation they establish with others, in the mediation with people in the same condition, in the promotion of their autonomy, in the stimulus of their corporeity and in their cognitive development.Acesso AbertoCorpoDeficiênciaInclusãoAprendizagemmasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO