O estigma do retardo mental leve e sua influência na trajetória escolar: um estudo etnográfico

• Ano de defesa: 2013
• Autor(a) principal: Siqueira, Ismael Pereira de
• Orientador(a): Silveira Bueno, José Geraldo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Estigma; Retardo mental leve; Relações sociais; Processos de escolarização
• Palavras-chave em Inglês: Stigma; Mild mental retardation; Social relations; Scholing processes
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10388

The present study, developed in 2012, aimed to investigate the configuration of social interactions Contact established mixed by an individual with mild mental retardation, within a public school. . The problem was guiding: The social relations of the individual with mild mental retardation, while a brand body bearer invisible and socially ascribed, are affected by stigma to set a career morale in the school environment? We hypothesized that the stigma of mild mental retardation interferes negatively in social interactions in mixed contact the individual with mild mental retardation, established in the school, being raised from reconfigurations in how individual belongs to these relationships. These reconfigurations are proportionate to the level of degradation of self and marked by individual conflict before the social contact. As a research subject, we selected a 16 year old student of 8th year of elementary school in a public school of education, who was diagnosed with mild mental retardation and showed no brand visible body that could refer directly to the diagnostic that he had been charged. To collect data, we used the ethnographic record of observations of social relations of the research subject in school. The data obtained in the remarks passed by content analysis, from which, databus are four categories of analysis: Social Isolation, Social Search of Contact, Response to Social Contact and Reference to Stigma. These categories of analysis were problematized and discussed according to the theoretical framework of stigma, Goffman elaborated by considering also contributions from other authors in this area. The results show that social relations of the individual with mild mental retardation in school are marked by social isolation and non-recognition by peers and teachers. The influence of stigma in these relationships can be perceived surreptitiously with effects similar to that Goffman describes for individuals with a stigma immediately accessible to perception