Estigma e atitude frente a deficiência intelectual : estudo piloto sobre a visão de professores da região metropolitana de São Paulo

• Ano de defesa: 2015
• Autor(a) principal: Cintra, Ana Paula Dias
• Orientador(a): Paula, Cristiane Silvestre de
• Banca de defesa: Brunoni, Décio , Bosa, Cleonice Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: estigma; atitude; deficiência intelectual; professores; inclusão
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22687

Intellectual disability is understood as a condition characterized by significant limitations both in intellectual functioning and in adaptive behavior which is expressed in conceptual adaptive skills, social and practices, manifested before the age of eighteen. Factors such as stigma and attitude can have negative consequences; it is known that one of the fundamental ways of building a democratic society is the inclusion of all citizens. Respect for differences and equality of opportunities require the movement of inclusion, making a break with the movement of exclusion. Given these facts, the present study aims to describe the public stigma profile and attitudes face to Intellectual Disability of acting teachers from preschool to high school, and compares if this profile is different between teachers trained before and after 2008, when the National Policy on Special Education in the Perspective of Inclusive Education was instituted. The study adopted a descriptive quantitative design and was composed of 301 individuals, teachers working in public or private schools, from kindergarten to high school, graduated before and after 2008, all of the city of São Paulo and metropolitan area. (Project approved by the Ethics Committee in Research with Human Beings as the protocol - Process CEP / UPM CAAE No. 38732114.3.0000.0084). The collection instrument used was a single structured questionnaire entitled "Attitudes Relating to Intellectual Disability (ATTID)". This scale was developed to assess public attitudes towards people with intellectual disabilities (MORIN et al., 2013). In the present study we used the Brazilian version authorized for use in research that was adapted from the original by Professor Victor Franco and colleagues from the University of Évora in 2014. The main results show that most teachers considered their knowledge low on Intellectual Disability, presenting within the sensitivity construct a score that leads to negative attitude. To do so, the other constructs: Discomfort, Capacity Knowledge, Interaction and Knowledge question, presented positive attitudes within the total percentage, referring to the teachers’ positive attitudes. This study also revealed that through a critical analysis, focused on teachers training, the welfare vision is still present and that private school teachers have significantly higher attitude scores than public school teachers. It is concluded from the presented data, that even without a basic knowledge on Intellectual Disability, teachers have positive attitudes and the year of their graduation interferes as stigma and presented attitude.