Inclusão educacional de crianças com deficiência no município de João Pessoa: as representações sociais das mães (1996-2006)

• Ano de defesa: 2010
• Autor(a) principal: Assis, Francymara Antonino Nunes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação especial; Educação Inclusiva; Representações sociais; Special education; Inclusive education; Social representations; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4878

The implementation of the inclusive education has been the target of the debates, nationals and internationals conferences themes, and the critics and praises target by specialists, parents and teachers, the major actors involved on the process. The inclusion of kids with special educational needs in the regular education system gets inside in the context of the debates about the deficient people integration as citizens, with rights and duties of participation and social contribution. Considering the challenges provoked by the educational inclusive process, this paper aims to know the social representations that the mothers have about the inclusion experienced by their deficient children, in the context of the public elementary school of João Pessoa. The theoretical subsidies of the research are substantiated in points concerning the historical context that encouraged the education for all ideals; in educational legislation, from the analysis of documents that expressed the propositions for a national politic of attendance to students with special educational needs, since the 1990 s; as well as the Social Representation Theory. This paper uses the qualitative methodology and the main source was the oral testimonial, collected by semistructured interviews. The research s data was organized and analyzed accordingly to the Content Analysis method. Through the analysis of the thematic categories being woman and mother of a deficient child: the familiar dynamic; the educational inclusion experience; the role of the school and violence, bias and exclusion, this study reveals that, for the participant mothers of the research, the birth of a deficient child impacts, especially, in the maternal icon, represented as the main responsible for the children care. Besides, it indicates that the education and the public school are designed as fundamentals in their children s life, however, the representation of a public school characterized for the neglect with deficient children s schooling and for discriminatory practices which impedes inclusive scholars systems construction, social inclusion and citizenship conquest, predominates in their speeches.