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Publication
As representações sociais dos professores de 1º Ciclo face às crianças portadoras de perturbação de espectro do autismo
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Advisor(s)
Abstract(s)
A Educação Inclusiva é um processo em constante evolução e tem sido objecto
de diversos estudos e discussões ao longo dos últimos anos. Assistimos actualmente ao
abrir de portas das escolas, de forma indiscriminada, a todas as crianças segundo a
premissa de que o direito a uma aprendizagem plena de igualdade de oportunidades é
um direito a que todas as crianças assiste sem excepção.
Tendo como referência o conceito de escola inclusiva, o nosso estudo foi
desenvolvido perspectivando a educação como um campo de contradições e
diferenciações. Contradições porque nos deparamos uma grande disparidade entre o que
é legislado e aquilo que se verifica no quotidiano das nossas escolas, diferenciações
resultado da interacção diária de diferentes indivíduos e/ou grupos no espaço escolar,
sendo cada um deles portador e transmissor de diferentes ideias e representações. No
entanto, esta interacção decorre num ambiente de forte normatividade antidiscriminação,
o que leva à emergência de novas formas modernas e indirectas de
rejeição do outro, socialmente aceitáveis.
Assim, no presente trabalho estudámos, à luz da Teoria das Representações
Sociais, as expressões de Discriminação Flagrante e de Discriminação Subtil dos
Professores do 1º Ciclo do Ensino Básico em relação aos seus Alunos portadores de
Perturbação de Espectro de Autismo.
Este trabalho encontra-se dividido em quatro capítulos. No primeiro capítulo
fazemos um enquadramento teórico deste estudo; no segundo capítulo procedemos à
descrição detalhada do mesmo; prosseguimos no terceiro capítulo apresentando os
resultados obtidos e no quarto e último expomos as conclusões obtidas neste trabalho de
investigação.
Inclusive education is an ongoing process and has been the subject of several studies and discussions over the past years. We are currently opening the school doors indiscriminately to all children under the premise that the right to learn the full equality of opportunity is a right that all children attend without exception. With reference to the concept of inclusive education, our study was developed considering the possibility of education as a field of contradictions and differences. Contradictions because we face a great disparity between what is legislated and what occurs in everyday schools, differences result from the daily interaction of different individuals and / or groups at school, with each carrier and transmitter of ideas and different representations. However, this interaction takes place in an environment of strong normativity antidiscrimination, which leads to the emergence of new forms of modern and indirect rejection of others, socially acceptable. In the present paper we study in the light of social representations theory, the expressions of blatant discrimination and subtle discrimination of teachers in the 1st cycle of basic education for its students with Disorder Autism Spectrum. This work is divided into four chapters. In the first chapter we make a theoretical framework of this study, in the second chapter we proceed to the detailed description of it; proceed in the third chapter presenting the results obtained and the fourth and final expose the conclusions we draw from this investigation work
Inclusive education is an ongoing process and has been the subject of several studies and discussions over the past years. We are currently opening the school doors indiscriminately to all children under the premise that the right to learn the full equality of opportunity is a right that all children attend without exception. With reference to the concept of inclusive education, our study was developed considering the possibility of education as a field of contradictions and differences. Contradictions because we face a great disparity between what is legislated and what occurs in everyday schools, differences result from the daily interaction of different individuals and / or groups at school, with each carrier and transmitter of ideas and different representations. However, this interaction takes place in an environment of strong normativity antidiscrimination, which leads to the emergence of new forms of modern and indirect rejection of others, socially acceptable. In the present paper we study in the light of social representations theory, the expressions of blatant discrimination and subtle discrimination of teachers in the 1st cycle of basic education for its students with Disorder Autism Spectrum. This work is divided into four chapters. In the first chapter we make a theoretical framework of this study, in the second chapter we proceed to the detailed description of it; proceed in the third chapter presenting the results obtained and the fourth and final expose the conclusions we draw from this investigation work