A EDUCAÇÃO FORMAL E NÃO FORMAL NO PROCESSO DE INCLUSÃO DA CRIANÇA COM SÍNDROME DE DOWN

Abstract

This research focuses on the discussion of children with Down Syndrome and their development in the context of non-formal education, bearing in mind that this space, given its systematization, can corroborate towards inclusion. In view of non-formal education and its importance for the development of the Down person, we raise the following question: What are the contributions of non-formal education to the inclusion of students with Down Syndrome? This study, whose general objective is to analyze the development and social inclusion of children with Down Syndrome through non formal education from the perspective of dance, and as specific objectives, to reflect on the historical, biological and social aspects of Down Syndrome, to analyze the inclusion of the individual with Down Syndrome in the list of formal and non-formal education; recognize how non-formal education contributes to the inclusion of children with Down Syndrome. To achieve these objectives, a bibliographical research was developed, of a qualitative nature, whose studies were obtained using the databases (BDTD), CAPES and Google Scoolar, having as theoretical support authors who discuss the theme, among these, highlight- if: Almeida (2014), Brazil (2014, 2015), Costa (1994), Fátima (2001), Fusari & Ferraz (2001), Gonçalves (2017); Lopes; Santos & Iwamoto (2017), Mantoan (2013); Mitler (2003); Sassaki (2006); Schwartzman (1999), Werneck (2004), Voivodic (2004). Non-formal education, beyond the mediation of curricular knowledge, influences the overall formation of students, insofar as it takes place through a social action in which contact and the establishment of bonds, interaction, prepares the individual for their insertion in the world, Non-Formal Education, has as main focus of its educational action to enhance and reinforce the learning of values, therefore, it also cooperates in a primordial way with inclusion, which happens through the promotion of its integration and participation of groups and events that directly involve the community. In this way, the social inclusion of the person with Down Syndrome occurs in an articulated way through the teaching and learning acquired in both educational categories, but, in the context of non-formal education, art/dance has been shown to be a qualitative alternative path for its materialisation.