ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM

• Autor(a) principal: Luz Neto, Rui Gonçalves da
• Data de Publicação: 2021
• Outros Autores: Cavalcanti , Anna Carolina, Marques, Paulo Roberto Trigueiro de Brito, Almeida , Hitallo Carlos Rodrigues de, Xavier, Hiuryellen da Silva, Heimer, Mônica Vilela, Vieira, Sandra Conceição Maria
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2138
• topic: adolescentes com Síndrome de Down; pesquisa qualitativa; inclusão social; representação social; adolescents with Down’s syndrome; qualitative research; social inclusion; social representation; adolescentes con síndrome de Down; investigación cualitativa; inclusión social; representación social

One's first social contacts beyond his family happens at school. How children and adolescents settle themselves at school influences their social relations during adulthood. Through a social inclusion perspective, this qualitative and interdisciplinary study aimed to get to know social representations developed by students regarding Down's Syndrome adolescents. Its basic referential theory was the Social Representation Theory. Data was collected through participant observation and semi-structured interviews with students who shared their classroom with adolescents with Down´s Syndrome. Data collected was submitted to methodological procedures of Speech Analysis, dialectically with Social Representation Theory. It was observed that relation between students with and without Down's Syndrome is positive and that the latter worries about how the former is treated by other people. Therefore, they stand for equity in adolescents with Down's Syndrome´s social relations. Nevertheless, the idea of capacitism was unveiled in representations, which is a great obstacle for inclusion.