Dance and memory development of children with Down’s syndrome.

Abstract

This article is based on an intervention research with and without Down´s syndrome children, which happened in 20 meetings, lasting 60 minutes through ludo-pedagogical activities. We collect the data through observations and filming the meetings and present the description and analysis of the data, which was carried out based on the assumptions of historical-cultural theory, focusing on activity designed to teach subjects to use material auxiliary objects in the memorization process. We justify the importance of this work, because it shows the construction of differentiated teaching methodologies, from the use of cultural objects (material and symbolic), with the intention of contributing, through the dance activity for the school education changes, especially the transformations of the subjects with intellectual disability and, thus, make possible advances in school education in an inclusive direction.