ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/2138 |
Resumo: | 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. |
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ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOMADOLESCENCIA, EDUCACIÓN E INCLUSIÓN: REPRESENTACIONES SOCIALES DE ADOLESCENTES CON SÍNDROME DE DOWN EN PAREJAS ESCOLARESADOLESCÊNCIA, EDUCAÇÃO E INCLUSÃO: REPRESENTAÇÕES SOCIAIS DE ADOLESCENTES COM SÍNDROME DE DOWN EM PARES ESCOLARESadolescentes com Síndrome de Downpesquisa qualitativainclusão socialrepresentação socialadolescents with Down’s syndromequalitative researchsocial inclusionsocial representationadolescentes con síndrome de Downinvestigación cualitativainclusión socialrepresentación socialOne'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.En la escuela, los primeros contactos sociales del individuo tienen lugar más allá del núcleo familiar. La forma en que los niños y adolescentes se establecen en la escuela influye en la forma en que construyen relaciones sociales en la edad adulta. A través de la perspectiva de la inclusión social, este estudio, de carácter cualitativo, con un enfoque interdisciplinario, tuvo como objetivo conocer las representaciones sociales elaboradas por pares escolares sobre el adolescente con Síndrome de Down. El marco teórico básico de esta investigación fue la Teoría de las Representaciones Sociales. La recolección de datos se realizó a partir de la observación participante y entrevistas semiestructuradas realizadas a estudiantes que asistían al aula con un adolescente con Síndrome de Down. Los contenidos recolectados fueron sometidos a los procedimientos metodológicos de Análisis del Discurso, basados en una dialéctica con la Teoría de las Representaciones Sociales. Se observó que las relaciones entre pares son positivas y que se preocupan por la forma en que la sociedad los trata, por lo que defienden la equidad en las relaciones sociales con la persona con Síndrome de Down. Sin embargo, también se desveló el fenómeno del capacitismo, un gran obstáculo para el desafío de la inclusión social.Na escola acontecem os primeiros contatos sociais do indivíduo para além do núcleo familiar. O modo como as crianças e os adolescentes se estabelece na escola influencia como constroem as relações sociais na vida adulta. Através da perspectiva da inclusão social, esse estudo, de natureza qualitativa, com aporte interdisciplina, teve como objetivo conhecer as representações sociais elaboradas por pares escolares a respeito do adolescente com Síndrome de Down. O referencial teórico basilar para esta pesquisa foi a Teoria das Representações Sociais. A coleta de dados se deu com base na observação participante e em entrevistas semiestruturadas realizadas com estudantes que frequentavam sala de aula com uma adolescente com Síndrome de Down. Os conteúdos coletados foram submetidos aos procedimentos metodológicos da Análise do Discurso, a partir de uma dialética com a Teoria das Representações Sociais. Observou-se que as relações entre os pares são positivas e que se preocupam com o modo que a sociedade lida com eles, portanto, defendem a equidade nas relações sociais com a pessoa com Síndrome de Down. Entretanto, também desvelou-se o fenômeno do capacitismo, um grande obstáculo ao desafio da inclusão social.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-04-26info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/213810.1590/SciELOPreprints.2138porhttps://preprints.scielo.org/index.php/scielo/article/view/2138/3544Copyright (c) 2021 Rui Gonçalves da Luz Neto, Anna Carolina Cavalcanti , Paulo Roberto Trigueiro de Brito Marques, Hitallo Carlos Rodrigues de Almeida , Hiuryellen da Silva Xavier, Mônica Vilela Heimer, Sandra Conceição Maria Vieirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLuz Neto, Rui Gonçalves daCavalcanti , Anna Carolina Marques, Paulo Roberto Trigueiro de BritoAlmeida , Hitallo Carlos Rodrigues deXavier, Hiuryellen da SilvaHeimer, Mônica VilelaVieira, Sandra Conceição Mariareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-04-19T13:25:27Zoai:ops.preprints.scielo.org:preprint/2138Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-04-19T13:25:27SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM ADOLESCENCIA, EDUCACIÓN E INCLUSIÓN: REPRESENTACIONES SOCIALES DE ADOLESCENTES CON SÍNDROME DE DOWN EN PAREJAS ESCOLARES ADOLESCÊNCIA, EDUCAÇÃO E INCLUSÃO: REPRESENTAÇÕES SOCIAIS DE ADOLESCENTES COM SÍNDROME DE DOWN EM PARES ESCOLARES |
title |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM |
spellingShingle |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM Luz Neto, Rui Gonçalves da 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 |
title_short |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM |
title_full |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM |
title_fullStr |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM |
title_full_unstemmed |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM |
title_sort |
ADOLESCENCE, EDUCATION AND INCLUSION: STUDENTS’ SOCIAL REPRESENTATIONS OF ADOLESCENTS WITH DOWN´S SYNDROME IN THEIR CLASSROOM |
author |
Luz Neto, Rui Gonçalves da |
author_facet |
Luz Neto, Rui Gonçalves da 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 |
author_role |
author |
author2 |
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 |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Luz Neto, Rui Gonçalves da 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 |
dc.subject.por.fl_str_mv |
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 |
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 |
description |
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. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/2138 10.1590/SciELOPreprints.2138 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/2138 |
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10.1590/SciELOPreprints.2138 |
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por |
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por |
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https://preprints.scielo.org/index.php/scielo/article/view/2138/3544 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints - SciELO |
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