Auto-representação de estudantes com deficiência intelectual: a imagem de si na escola pública regular em Goiânia
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2014-02-26
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Universidade Federal de Goiás
Resumo
The 20th century was characterized by triggering debates about human rights and citizenship.
The offset of the claims of the macrstructural plan for the identity-oriented for the emergence
of new social movements and the mobilization for the rights of persons with disabilities to
live in segregated and not discriminatory environments. These mobilizations is the paradigm
of inclusive education, subject and object of a few conventions, international agreements, of
"review" of the Brazilian educational legislation, the extension of theoretical productions and
re/organization of school classes. This process intensified in the second half of the year 1990,
has caused significant changes in life and social relations of persons with disabilities, since
questions and forge the breakup of dichotomous division between special education and
regular education and allows a wider social coexistence. With the goal of realizing the auto representações that adolescents with intellectual disabilities have of themselves, formed a
research group with students of cycle III in municipal schools in Goiânia. The choice of the
subject of the research is the result of the contradiction that exists between the emergence of
inclusive paradigm and the process of gene silencing of people with intellectual disabilities,
given the difficulty of their autonomous institutional organization and belittling their ability to
formulate opinions and critical analysis. The group consists of twenty people, most of the
male students from 11 schools located in various regions of the capital. The data collection
instruments were depth interviews, life story fundamentally and analysis of school
documents. The main theoretical framework is formed, among others, by Alonso, Berger and
Luckmann, Bourdieu, Goffman, Habermas, Mantoan, Mazzotta, Moscovici, Silva, Taylor and
Bogdan, also, by official documents about the Brazilian school education and documents
drawn from international conventions and agreements on education and the rights of people
with intellectual disabilities. The bibliographical research showed that the representations are
constructed socially, expressed in the political sphere of discourse-semantic mode, linked to
the experiences of social coexistence and sociability of the subjects in the social institutions
and historically anchored. Empirical research has shown that the Group of people with
intellectual disabilities, regarding the physical characteristics, behavioral, health and personal
development, is, in itself, a very heterogeneous group. Despite personal differences, the autorepresentações make explicit a positive self-image of themselves as a student in regular public
school in Goiânia; the desire to keep your education process in schools and regular classes;
the commitment to present a good social image of itself, taking advantage of postures
in/discipline to give visibility to a positive image in relation to its peers; the importance of
colleagues, teachers, the conversations and all forms of sociality made possible at school for
personal well-being; the appreciation for the school and for the friendships; the posture of
victimhood and ambiguous situation not to be in a process where conflicts the various
representations about the person with intellectual disabilities, their rights, possibilities and
potential.
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FARIA, Raclene Ataide de. Auto-representação de estudantes com deficiência intelectual: a imagem de si na escola pública regular em Goiânia. 2014. 171 f. Dissertação (Mestrado em Sociologia) - Universidade Federal de Goiás, Goiânia, 2014.