Contribuição Da Prática De Xadrez No Desenvolvimento Do Estudante Com Deficiência Intelectual

Abstract

This article presents the results of the practical contribution of the chess game into the school development of the intellectual deficient student, in the opinion of teachers and parents, the State School of Special Education Abnael Machado de Lima located in Porto Velho, Rondônia, Brasil. This research has the theoretical background of the authors: FILGUTH (2006); OLIAS (2003); Desarrollar la inteligencia a traves del Ajedrez; which discuss the importance of the chess game and COLL (1995), discusses the development of the person with intellectual deficient. Regarding the methodological development, a quantitative approach was used with descriptive approach, which was applied a questionnaire to a universe of six teachers who work directly in the classroom with these students and also applied for ten parents of students. The results show that the practice of chess has contributed significantly in the development of students with intellectual disabilities, it has become an important educational and motivational tool for other courses, assisted in the acquisition of language code process, mathematical concepts, artistic, geographical, historical, learn to think before acting, as well as stimulating form in logical thinking. Therefore, in synergy with the literature and analysis of assessment instrument used in the research, which has shown that the practice of chess in Special Education State School Abnael Machado de Lima, significantly contributed to the development of school student with intellectual deficient.