Gênero, sexualidade e direitos sexuais e reprodutivos da pessoa com deficiência intelectual: a pesquisa intervenção como mediação na formação docente da Educação Especial

• Ano de defesa: 2020
• Autor(a) principal: Bobsin, Andressa da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Deficiência intelectual; Gênero; Sexualidade; Intellectual disability; Gender; Sexuality; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/22982

This master's thesis was developed in the Graduate Program in Education, in the Research Line - Special Education, Inclusion and Difference and aimed to investigate to what extent the offer of a Complementary Undergraduate Course (DCG) can influence the construction / resignification of knowledge about gender and sexuality involving people with intellectual disabilities. The specific objectives were: to know the conceptions and knowledge of a study group of the Special Education Course at UFSM about the themes of gender and sexuality involving intellectual disability and to analyze the contributions of the training process considering the themes “disability, gender and sexuality ”as a possibility for the construction / reframing of this knowledge This is a research-intervention with a qualitative approach. The research was supported by the Historical-Cultural Theory and the intervention proposal was materialized through the offer of a DGC. The study participants were 12 (twelve) students from the UFSM daytime Special Education Course. The evaluation of the applied intervention followed two stages: The detailed description of the proposal and the analysis of its effects. The second stage was carried out through the categorization of questionnaires applied before and after intervention and the questions answered by students during classes. The material was interpreted based on the Bardin Content Analysis technique (2011), and understood from the following categories: Disability: medical model x social model; Gender and sexuality: biological or social approach; Sexuality and sexual and reproductive rights of people with ID and the teaching role of special education in articulating gender and sexuality discussions in the school space. The results show that the intervention consolidated a space for discussion and contributed to build, expand and, in some cases, reframe the knowledge around the themes of disability, gender and sexuality, involving people with ID. Intervention research is evidenced as a powerful mediation strategy for teacher education in Special Education