A formação de concepções dos professores de educação especial sobre a deficiência intelectual

• Ano de defesa: 2025
• Autor(a) principal: Lourenço, Nathasha Dambrozio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação especial; Professores de educação especial; Deficiência intelectual; Imaginário social; Intellectual disability; Special education teachers; Social imaginary; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/19138

This research aims to investigate whether the imagery constructed around intellectual disability by special education teachers providing Specialized Educational Services influences the development of conceptions and pedagogical planning, considering the potential impact of the medical report. Based on the assumption that individuals’ conceptions are formed through a collective belief that can be disseminated through a social imaginary, this study adopts, as its central theoretical framework, the ideas developed by Bronislaw Baczko (1985, 1999). It discusses the prevailing conceptions in the school environment from the perspective of the concept of social imagination coined by the author, who argues that the imaginary has the power to regulate behaviors and define individuals' social roles. The methodological approach was carried out through qualitative research, using the case study method for investigation and semi-structured interviews as data collection tools. The data revealed the importance of discussing prevailing conceptions of intellectual disability, as socially disseminated ideas influence the actions of individuals. The study also emphasizes the need to investigate the role of medical reports in shaping these conceptions and in teachers’ pedagogical planning, given that the history of education for people with disabilities shows that influences from the health field in education may still be present in the school environment through the medical model. Although the medical report does not directly impact the formation of conceptions and practices, serving only as a transitional bridge, teachers demonstrate that they require the document to initiate pedagogical work, not using it throughout the entire planning process but considering it as a foundation and support. It concludes that the social imaginary has roots that continue to qualify medicine within the field of Special Education, which may guide individuals' perspectives from a clinical viewpoint