109-COMPARATIVE BETWEEN THE ENGINE DEVELOPMENT PROFILE OF REPRESENTATIVE REPEAT STUDENT AND NON-REPEAT SCHOOLS IN THE INITIAL YEARS OF FUNDAMENTAL TEACHING

The purpose of this researchto compare the motor profile of schoolchildren from the initial years of Elementary School who have undergone repetition with non-repeating children. It sought to understand the need to overcome some paradigms that are invigorating in the daily school life, which can influence the teaching and learning process. The population was composed of children enrolled in the public network, and the sample was organized into two groups: experimental and control. The Experimental Group 40 children from 7 to 11 years of chronological, who had at least one repetition in some series. The Control group of the same number of schoolchildren, with the same chronological ages and gender, without repetition. These groups were applied the Motor Development Scale protocol Rosa Neto (2002). Thus, the indicators were constructed to analyze the previously defined parameters: Steps to estimate the motor profile of schoolchildren. The results showed that there is a difference betweenthe chronological and motor ages, (IMG <IC). The Control group was composed of the same number of schoolchildren, with the same chronological ages and gender, without repetition. Were applied the Motor Development Scale protocol Rosa Neto (2002). Thus, the indicators were constructed to analyze the previously defined parameters: steps to estimate the motor profile of the students. The results showed that there is a difference between the chronological and motor ages, (IMG <IC). Portant, the development of the general motor, in the students investigated, presented in a non-linear way, that is, a variability occurred according to age, gender and independent group of reprobation in some series.

To evaluate the motor development of schoolchildren, the EDM Kit and the Motor Development Scale ROSA NETO (2002) were used.This kit together with the scale evaluates the fine motricity, global motricity, balance, body schema, spatial organization and temporal, and laterality, and for each age group exist a pre-determined test.The tests applied started from the age of five (motor age) although the EDM starts from the two years, considering the age group of the students of the initial years of Elementary School.The ages are expressed in months.

Data analysis
The results were analyzed by Statistical Package for Social Sciences software (SPSS, Chicago, IL, USA).Data are expressed as mean ± DP of each value reflects 40 students.The differences between the experimental groups were determined by Student's t-test.

Presentation and Discussion of Results
The Motor Development Scale proposed by Rosa Neto (2002) comprises a set of diversified tests and graded difficulty, leading to a thorough exploration of different sectors of development, Allowing to assess the level of motor development of the child according com IC, considering successes and failures.O quadro 01 mostra os testes motores nos componentes da EDM.
In this scale, motor test is understood as a specific test that allows to measure a certain motor characteristic of an individual and compare their results with the of other individuals.Motor test is defined as an instrument that designates a set of activities marked for a determined IC.Thus, the results of a motor test can determine the progress or motor delay of a child in that assessed aspect.The application of this tests in the students subject of this investigation shows the following results: 1) Fine Motricity -IM1 Fine motricity refers to the ability to control a set of movement activities of certain segments of the body, With a minimum of force, in order to achieve a precise answer to the determined task.IMG group E˂ IMG group C at 03 months.
2) Global Motricity-IM2 Global mobility involves the ability to control the contractions of large corporal muscles in the generation of wide movements.IMG group E˂ IMG group C at 14 months.
3) Balance -IM3 Balance is the capacity of the body to assume and sustain any position against the force of gravity, in that all the forces that acting on this body are nullified.IMG group E˂ IMG group C at 09 months.
4) Body Scheme / Speed -IM4 The body scheme refers to the ability to accurately discriminate body parts, actively support all the gestures that the body performs on itself and on the external objects and organize the parts of the body in the execution of a task.IMG group E˂ IMG group C at 02 months.
5) Space Organization -IM5 Spatial organization is the knowledge of bodily dimensions, both the body space as the surrounding space, And the ability to accurately assess the relationship between body and the environment.IMG group E˂ IMG group C at 05 months.6) Language / Org.Temporal -IM6 Temporal organization refers to the consciousness of the time that is structured on the perceived changes and characterized by the order, chronological distribution, and by the duration of events IMG group E˂ IMG group C at 01 month.
When analyzed the result of this battery of tests in the Control group we observed a smaller difference, but, statistically significant in relation to chronological age if used as a parameter to EDM.This difference shows that the students of the initial years of the municipality of São Luiz Gonzaga, Brazil present a lag in their motor development in relation to their chronological age.Such a discrepancy may have also affected the cognitive development of these students.
The data presented in table 02, show the Motor Development of each group and the comparison between them.Besides of difference between the chronological age and the general motor age of the Experimental group in relation to the Control group, we also verified a difference of the IMG in relation to IC in each group.the motor development generates a process of change in motor behavior, and it is related with chronological age being its improvement the starting point of the development of the child.Each child presents its characteristic pattern of development, because its inherent characteristics suffer the constant influence of a chain of transactions that pass between the child and his environment (ROSA NETO, 2002).Hence the importance of the conscious work of the qualified professional in the integral development of the child.Going through a vast literature on learning we understand that it happens differently, at different times in each subject and depends on many factors both intrinsic and extrinsic.Among these factors we highlight the stimulation, the context and the genesis.
In counterpoit, there are learning problems, which can also if establish in the same way, making it difficult between articulate cognitive and motor skills, Bringing as a consequence delay in the motor development, indispensable instance for the learning to happen.Such "delay" implies in a distancing between what the children learn and what they could reaslly learn.
With the results of the motor tests applied to the students, we can affirm that there is a statistically significant difference between the IMG of the group E If compared whith the group C: IMG˂IC in 9 months.These differences become even greater if compared to the reference used.In the Experimental group the IMG˂IC in 12 months.These results allow to affirm that the development of the general motor age, fine motricity, global motricity, balance, body schema, rapidity, spatial organization, language, temporal organization and laterality in the students investigated, present themselves in a non linear way, That is, a variability occurred according to age, gender and independent group of disapproval in some series.This indicates that these children may be going through a phase of instability in motor performance to reach higher levels of development.
The results allow to point out that the motor experiences in the exploration of their own body that should be accumulated, by the age of 6, occurred, in most children, in a precarious way, Inhibiting their motor development and consequently their capacity to reach higher levels in their learning.These results make it possible to conclude that children may not be taking advantage of the motor activities proposed by the school and in some cases discouraged by the family.For the child to have meaningful learning it is of fundamental importance that it be worked in a timely manner in its corporeality.

Table 01
Source: Data collected by the researcher

Table 02 Chronological
Age and Motor Age4 CONCLUSIONTo trace the motor profile in schoolchildren of the initial years of Elementary School in the municipality of São Luiz Gonzaga -RS Who have undergone repetition at least one school year and compare with students of the same age group and gender who did not undergo repetition it was necessary to search for paths already cleared, but which they are now camouflaged.

Table - 03
-Motor Evaluation -Control and Experimental Groups