52a Reunião Anual da Sociedade Brasileira de
Zootecnia
Zootecnia: Otimizando Recursos e Potencialidades
Belo Horizonte – MG, 19 a 23 de Julho de 2015
Educando através dos animais: O papel da Zooterapia no cotidiano escolar1
Kayque Júlio Egg Asevedo2, Lucas Pires Herker3, Dennis Cristhian de Souza Policiano4, Maria de Fátima Martins5
1
Trabalho aprovado e financiado pela Comissão de Cultura e Extensão Universitária
Graduando Engenharia de Biossistemas – USP, Pirassununga, Brasil. Bolsista CCEX. E-mail: [email protected]
Graduando Engenharia de Biossistemas - USP, Pirassununga, Brasil. BolsistaCCEX. E-mail: [email protected]
4
Graduando Engenharia de Alimentos - USP, Pirassununga, Brasil. Bolsista CCEX. E-mail: [email protected]
5
Professora Doutora em Genética de Microrganismos e MolecularZootecnia - Coordenadora do Laboratório de Pesquisa, Ensino e Extensão em
Zooterapia e Helicicultura, USP, Pirassununga, BRA. E-mail: [email protected]
2
3
Resumo:A Zooterapia juntamente com a Terapia Assistida por Animais (TAA) tem se desenvolvido e ganhado
espaço no mercado brasileiro com bastante intensidade. Alunos de graduação em diferentes cursos estão
aprimorando as técnicas pré-existentes desta atividade, na Faculdade de Medicina Veterinária e Zootecnia já existe
um grupo de estudos que trabalha com diversas áreas do conhecimento relacionados a Zooterapia. Uma dessas áreas
é a Zooterapia inserida no cotidiano escolar, que relaciona a terapia assistida por animais às maneiras e técnicas de
se aplicarem o bem estar animal. Assim, a Zooterapia ajuda agregar valores aos modelos educacionais da escola de
ensino fundamental, médio e superior, educação humanitária e práticas pedagógicas.
Palavras–chave: escola, humanização, pedagogia
Educating through animals: the role of zootherapy in school routine
Abstract: The zootherapy along with Animal Assisted Therapy (AAT) has developed and gained ground in the
Brazilian market with large intensity. Graduation students in different courses are improving pre-existing
techniques of this activity, in the Faculty of Veterinary Medicine and Animal Science there is already a study group
working with different fields of knowledge related to zootherapy. One of these areas is the zootherapy inserted into
the school routine that connects the animal assisted therapy to the ways and techniques of applying animal welfare.
Therefore, zootherapy helps add value to educational models of elementary school, secondary and higher,
humanitarian education and pedagogical practices.
Keywords: humanization, pedagogy, school
Introduction
A new approach to the interaction between school and animals is necessary, and from this new approach
the project aims to promote changes, clarifications and cooperation. Since they are little, students must assign
ethical and social values to different animal species in order to improve the human animal interaction. The
zootherapy works linking therapy to an animal species that can be a pet or not, in large scale in Brazil, the
zootherapy is frequently associated with equine and canine.
The project on its multi, inter and transdisciplinarity wants to get the inclusion of different animals in
school routine as a form of therapy, studies and artistic expressions.
Material e Methods
The project extended over two semesters with meetings sporadically conducted and involved different age
groups, consequently different series, the study had 19 first graders, and 35 third graders, both from elementary
school. The entire project had the involvement of undergraduates, PhDs and professors. Animal experts worked in
controlling and evaluating the animal stress pre and post activities. The activity consisted of a first visit, relating the
food with environmental enrichment practices for animals; later the two other practices involved two animals of
different species, being the first Achatina fulica (Escargot) and the second Cavia porcellus (Guinea pig). Four
animals were available for interaction during activities being one for each group composed of four to six students.
Results and Discussion
In view of the three visits to the classes of elementary school, the aspects analyzed in children were: for the
first class, interaction and curiosity about the new subject and competitiveness in the proposed activities. The
results are shown in Table 1.
_____________________________________________________________________________________________________________________________ ___________________
Página - 1 - de 3
52a Reunião Anual da Sociedade Brasileira de
Zootecnia
Zootecnia: Otimizando Recursos e Potencialidades
Belo Horizonte – MG, 19 a 23 de Julho de 2015
Regarding the other two subsequent visits, the analysis were based on the behavior of children and requested
drawings in the following aspects: creativity in naming the animals spontaneously, using more than one color, the
animal's direction and observation of the ambience elements. These results can be analyzed in Table 2.
Observing the results, it can be raised that there are differences in behavior of children at different ages
when in contact with the animal. These differences were interpreted from the drawings and it can be concluded that:
the older students used a higher number of colors, showing inspiration; exhibited less ambience elements, which
can refer to a greater attention to the animal; and creativity and interest in naming the animal was extremely higher.
The children of the first year proved to be more attentive to ambience elements, suggesting that animal foods are
also unheard for them; not interested in naming the animal, because knowing it and interacting were the main
purposes; and the use of color had not been desired, which can represent lack of knowledge or anxiety to interact.
The drawing of the animal facing right would be considered thinking outside the box, because, as in writing,
it is common to start the representation with the head on the left. In this aspect, the two age groups showed a level
of equal and acceptable percentage.
Table 1 - Interaction and curiosity about the new subject and competitiveness in the proposed activities
1° year
3° year 1
3° year 2
The profile of the group is quite
During the presentation of the
Children were the most peaceful and
homogeneous and communicative, students
material, the class showed great
more attentive to the given
were attentive and challenging when
affection. Communicative
information. They demonstrated to be
acquiring new knowledge. Most of the class
children who searched for new
more interested in understanding the
have dogs and cats among their favorite
knowledge all the time.
behavior of animals than other classes.
animals.
Table 2 - Results of the kids’ development in the interaction
1° year
Cavia porcellus
3° year 1
3° year 2
Average 1°
Average 3°s
Number of students
19,00
16,00
15,00
-
-
Number of Groups
4,00
4,00
4,00
-
-
Used more than one color (%)
21,05
75,00
20,00
21,05
47,50
Drew ambience elements (%)
Groups that spontaneously named
the animal (%)
Direction of the animal to the right
(%)
73,68
56,25
40,00
73,68
48,13
0,00
100,00
100,00
0,00
100,00
31,58
25,00
40,00
31,58
32,50
1° year
Number of students
17,00
Achatina fulica
3° year 1
3° year 2
Average 1°
19,00
16,00
-
Average 3°s
-
Number of Groups
4,00
4,00
4,00
-
-
Used more than one color (%)
0,00
78,95
50,00
0,00
64,47
Drew ambience elements (%)
Groups that spontaneously named
the animal (%)
Direction of the animal to the right
(%)
100,00
100,00
100,00
100,00
100,00
25,00
0,00
75,00
25,00
37,50
17,65
47,37
0,00
17,65
23,68
_____________________________________________________________________________________________________________________________ ___________________
Página - 2 - de 3
52a Reunião Anual da Sociedade Brasileira de
Zootecnia
Zootecnia: Otimizando Recursos e Potencialidades
Belo Horizonte – MG, 19 a 23 de Julho de 2015
Used more
than one
color (%)
100,00
80,00
60,00
40,00
Direction of
the animal to
the right (%)
20,00
0,00
Groups that
spontaneous
ly named the
animal (%)
Drew
ambience
elements (%)
Average 1°
Average 3°s
Figure 1 - Comparison of the development of children in the activity among the different age groups
Conclusions
The use of zootherapy for children aims to improve and work the animal co-therapist side and the
psychological factor of children. The project in the school showed with objectivity, simplicity and results the
importance of the relation children-animals. In addition to the therapy, the methods used to present different forms
of animal nutrition and environmental enrichment developed and stimulated the handwork, besides providing
greater interaction with classmates. It could be observed that children tend to release more their artistic gifts
(drawings/paintings) when they are quite involved in the practices. From the interaction of the university and
school, the zootherapy has all the potential to be expanded to different regions. Beyond therapy, this project helps
develop and/or improve motor skills. In the short term, the project had many benefits, this research area needs even
longer times to get results that are even more satisfactory.
Therefore, the choice of the animal that will serve as a co-therapist is very important, adapting to the
proposed requirements during the activities.
Acknowledgements
At CCEX by granting scholarships to undergraduates involved in zootherapy projects under our
guidance.
To Mr. José Antonio Borges who oversees the Research Laboratory, Education and Extension of
Zootherapy and Snail farming
References
ALBUQUERQUE, D. I. P. & CARVALHO, T. F.1996. Abordagem DidáticoPedagógica do Processo
Ensino-Aprendizagem da Educação Física Escolar na Educação Infantil e no Ensino Fundamental de 1ª a 4ª série.
Segundo Encontro do Núcleo de Ensino de Presidente Prudente. 2ºed.São Paulo: Universidade Estadual Paulista,
2008, v. 1, p. 1-167. apud Lei de Diretrizes e Bases da Educação Nacional. Brasília.
CAETANO, E. C. S. 2010. As contribuições da TAA–Terapia Assistida por Animais à Psicologia.
Trabalho de Conclusão de Curso. (Graduação) – Curso de Psicologia, Universidade dos Extremo Sul Catarinense
(UDESC) Criciúma.
_____________________________________________________________________________________________________________________________ ___________________
Página - 3 - de 3