A representação de crianças e adolescentes sobre a inclusão escolar

• Ano de defesa: 2012
• Autor(a) principal: Soares, Olga Maria de Araújo
• Orientador(a): Barreto, Maria de Lourdes Mattos
• Banca de defesa: Silva, Neuza Maria da , Souza, Gisele Maria Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Economia Doméstica
• Departamento: Economia familiar; Estudo da família; Teoria econômica e Educação do consumidor
• País: BR
• Palavras-chave em Português: Educação inclusiva; Representação de crianças e adolescentes; Conhecimento social; Método clínico piagetiano
• Palavras-chave em Inglês: Inclusive education; Representation of children and adolescents; Knowledge social; Piaget s Clinical Method
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA DOMESTICA
• Link de acesso: http://locus.ufv.br/handle/123456789/3369

Many discussions regarding the school inclusion have been raised and the importance of the respect and valorization of diversity is essential to live in society. The study of social knowledge has generated great contributions for several society issues and, particularly, regarding our research, about aspects of the school inclusion. We believe that the children and adolescents have what to say about inclusion, in their schools, disabled subjects, even without experiencing this process. Thus, our research sought to answer: how does the evolution of thought in children and adolescents on the recognition of difference occur, the physical environment of a regular school that has children / adolescents with disabilities; about the recognition of the disability and about the respect and cooperation of children / adolescents without disability with the children/adolescents with disability? The hypothesis that led this study was that the representations of children and adolescents about the inclusion will be changing throughout the development of the individual and since early the children have what to say about inclusion, that offer solutions and even not experiencing inclusion at school, have what to say about several issues related to school inclusion such as the recognition of difference, disability, about the physical environment of a regular school that attend children with and without disabilities, and about relationships of respect and cooperation between them and the subjects with disabilities. The actions and experiences that the subjects have can interfere in the way how they explain the process of school inclusion. The purpose of this research was to know the representation that the children and adolescents from 5 to 14 years old have about the process of school inclusion, in the regular teaching network, in the city of Viçosa, MG. We used the Piaget s Clinical Method that has as instrument of data collection, the clinical interview, constituted by basic and complementary questions and with concrete material support. Our sample was constituted of 36 children and adolescents, at the age group from 5 to 14 years old, matriculated in two municipal schools, one that attends the Children Education and another that attends the Elementary Education. We distinguished 4 levels of comprehension about the recognition of difference, physical environment, recognition of disability and about the respect and cooperation. The qualitative data analysis of the interviews indicates that, in general, the children classified in the level Pre-I do not perceive the need or do not justify their reasoning and their representations are based on the daily reality. In the level I, the representations are based in the most visible aspects of the situation, what is closer to its experience. In the level II, the children start to develop a more realistic conception regarding the inclusion and in the level III the explanations are more complex, being able to propose viable and realistic solutions for the proposed situations, characterized by the formal thought, may think about the not visible aspect of reality. The youngest children elaborate a representation from the most evident aspects and the oldest have the capacity to coordinate different variables of the problem. Listening to these children and adolescents is that we can identify their ideas and think about the role of the school, family and society regarding the school inclusion. This study is based on a wide thematic, and become necessary new studies that aim to deepen and know the representations of children and adolescents about aspects concerning as a manner to promote reflexes for a better experience and social coexistence.