Atitudes sociais em relação à inclusão: efeitos da capacitação de professores para ministrar programa informativo aos alunos

• Autor(a) principal: Vieira, Camila Mugnai [UNESP]
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/114037
• topic: Educação inclusiva; Estudantes - Atitudes; Psicologia social; Mudança de atitude; Professores - Formação; Inclusão em educação; Mainstreaming in education

Inclusive education depends on a welcoming school environment, suited to the needs of every part involved. In search of deepening the relation aspects regarding the process of school inclusion, this research was conducted. It is inserted in the realm of teacher training for inclusive education, thus addressing the topic of social attitudes towards inclusion, and it also assessed the effects of teachers training to deliver an informative program to their students both in social attitudes and the students' own teachers. The training and the information program were based on the theories and techniques of social psychology, especially those relating to changes in social attitudes. The study included 66 teachers from the first cycle of basic education in two schools of the city of São Paulo, and 516 students of these schools. One of them constituted the experimental group (EG) and the other, the control group (CG). Both were applied pre-and post-tests; teachers were applied the 'Likert Scale of Social Attitudes towards Inclusion' (ELASI) and students, the 'Infant Scale for Measuring Attitudes towards Social Inclusion'. It was performed an intervention with the EG teachers, enabling them to apply their students an informative program on disability and inclusion aimed at children, in which a myriad of educational and playful strategies were used. There were seven meetings, an hour and a half each. These fortnightly meetings were held during the Collective Study Time for teachers. In those weeks with no in-person meetings, teacher gave their students the informative program which they were trained for. Later, it was conducted the same training with CG teachers, who also ministered the program to their students. Then it was held a post-test in this group and a follow up with the EG teachers, both by means of the application of the same scale or equivalently. After going through the training, both EG and CG teachers responded to the „Scale of...