Inclusão escolar no ensino fundamental: estudo das relações sociais entre os alunos com e sem deficiência intelectual

• Ano de defesa: 2011
• Autor(a) principal: Cabral, Fernanda Araujo
• Orientador(a): Sass, Odair
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Inclusão escolar; Deficiência intelectual; Interações sociais; Preconceito; Teoria crítica
• Palavras-chave em Inglês: Educacional inclusion; Intellectual disability; Social interaction; Prejudice; Critical theory
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10293

The objective of this research was to investigate the social relations that are established between children with and without intellectual disabilities, in classroom situations. Assuming that social interaction plays an important role in children's education, this work is justified by the need to investigate extent to which educational inclusion of children with intellectual disabilities, which is a legal requirement and a contemporary policy, contributes to the development of children at school. The main hypothesis of this research is that intellectually impaired pupils within an inclusive context are more accepted than rejected by the group of classmates, but the former occupy a marginalized position among their peers. This research was oriented by the concepts of discrimination and experience, in the light of critical theory of society. Data was collected from children enrolled in elementary school I (Ensino Fundamental I), who attended class with impaired pupils, and two children with intellectual disabilities were the core subjects for this research. The instrument consisted of the application of sociometric test for the purpose of identifying reciprocal relationships established between children with and without disabilities in the classroom, as well as the guided observation throughout classes. The results obtained by sociometric test is not consistent with the main hypothesis motivating this research, and it indicates that students with intellectual disabilities are not permitted to take part in subgroups formed by children, so that they are segregated. But the guided observation indicates the existence of moments of identification between children with and without intellectual disabilities