Representações sociais: dos modelos de deficiência à leitura de paradigmas educacionais

• Ano de defesa: 2005
• Autor(a) principal: Carvalho, Renata Corcini
• Orientador(a): Naujorks, Maria Inês
• Banca de defesa: Quintana, Alberto Manuel , Lunardi-Lazzarin, Márcia Lise
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação especial; Representações sociais; Inclusão social; Educação inclusiva; Política educacional; Legislação educacional
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7034

This study tries to verify the social representations of disabilities that are in the complementary state norms, which are specific of Special Education and in force at south region of Brazil in order to elucidate the educational paradigms of these documents. There is a theoretical organization which contemplates issues related to the educational legislation, the implicit aspects both in the exclusion/inclusion dialectics process and proposal of inclusive education as well as the theory of Social representations elaborated by Moscovici (1961) is presented. The method of content analysis exposed by Bardim is used and it is complemented with the ideas proposed by Moraes (2003). One presents the recording units related to the studied documents and they are organized according to the thematic indicators. The elements analysis of each indicator was carried out based on both the interpretations and the organized theoretical referents. The results show up antagonistic and dichotomist visions, which are present in the current educational politics by demonstrating the existence of extreme social representations of disability related to the social and medical model of disability. By knowing the representations of disability, the educational paradigms of these documents were identified through phases of social attention referred by Sassaki (1997). Besides, one noted that such norms show up the maintenance of educational paradigms that integrate as well as enlarge the consolidation of inclusive educational paradigms.