Analysis of the attitudes of fundamental education teachers towards inclusive education
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Data de Publicação: | 2011 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28315 |
Resumo: | This article is based on the critical theory, and describes the result of a study on the attitudes towards inclusive education, which was conducted with twelve teachers of the 5th grade of fundamental education. Among them, six had the experience of having handicapped pupils in their classroom, and six did not. The qualitative analysis of the data resulting from the assessment carried out in six schools of the Campo Grande (MS) municipal school system demonstrated, broadly speaking, that teachers were in favor of inclusive education. However, prejudiced attitudes, veiled or explicit, were also clearly visible within the school. The formation to deal with those that are "different" still faces barriers due to prejudice and discrimination present in a society based on a logic of "marginal inclusion". In their manifestations, teachers pointed to difficulties of working with pupils with severe mental handicap; they signaled that the responsibility of working under the dominance of an education centered on performance, with focus on the insertion of students in the labor market, generated a "feeling of impotence". Faced with the existing contradictions, inclusive education does not fail to bring forward the presence of injustices that still reveal themselves in the educative process. Despite that, several elements were observed that are favorable to this form of education, which is not dissociated from wider social movements. |
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Analysis of the attitudes of fundamental education teachers towards inclusive education Análise de atitudes de professoras do ensino fundamental no que se refere à educação inclusiva Educação InclusivaPreconceitoAtitudesInclusive educationPrejudiceAttitudes This article is based on the critical theory, and describes the result of a study on the attitudes towards inclusive education, which was conducted with twelve teachers of the 5th grade of fundamental education. Among them, six had the experience of having handicapped pupils in their classroom, and six did not. The qualitative analysis of the data resulting from the assessment carried out in six schools of the Campo Grande (MS) municipal school system demonstrated, broadly speaking, that teachers were in favor of inclusive education. However, prejudiced attitudes, veiled or explicit, were also clearly visible within the school. The formation to deal with those that are "different" still faces barriers due to prejudice and discrimination present in a society based on a logic of "marginal inclusion". In their manifestations, teachers pointed to difficulties of working with pupils with severe mental handicap; they signaled that the responsibility of working under the dominance of an education centered on performance, with focus on the insertion of students in the labor market, generated a "feeling of impotence". Faced with the existing contradictions, inclusive education does not fail to bring forward the presence of injustices that still reveal themselves in the educative process. Despite that, several elements were observed that are favorable to this form of education, which is not dissociated from wider social movements. Este artigo, que tem como referência a teoria crítica, relata o resultado de uma pesquisa sobre atitudes em relação à educação inclusiva, realizada com doze professoras do 5º ano do ensino fundamental; dentre elas, seis tinham experiência de ter em sala de aula alunos com deficiência, e seis não tinham. A análise qualitativa dos dados decorrentes do levantamento realizado em seis escolas da rede municipal de Campo Grande (MS) demonstrou que, de modo geral, as professoras foram favoráveis à educação inclusiva. Contudo, ficou evidente a expressão de atitudes preconceituosas veladas ou explícitas no âmbito escolar. A formação para experiência com quem é "diferente" ainda encontra barreiras por conta do preconceito e da discriminação presentes nesta sociedade que tem como lógica uma "inclusão marginal". Em suas manifestações, apontaram dificuldades de trabalhar com alunos com deficiência intelectual severa; assinalaram que a responsabilidade de trabalhar sob a predominância da educação centrada no desempenho, com foco na inserção das pessoas no mercado de trabalho, gerava um "sentimento de impotência". Diante das contradições existentes, a educação inclusiva não deixa de evidenciar a presença das injustiças que ainda se apresentam no processo educativo. Apesar disso, foram indicados vários elementos favoráveis a essa forma de educação, que não é dissociada de movimentos sociais mais amplos. Universidade de São Paulo. Faculdade de Educação2011-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2831510.1590/S1517-97022011000300008Educação e Pesquisa; v. 37 n. 3 (2011); 565-582Educação e Pesquisa; Vol. 37 No. 3 (2011); 565-582Educação e Pesquisa; Vol. 37 Núm. 3 (2011); 565-5821678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28315/30169Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessCrochík, José LeonPedrossian, Dulce Regina dos SantosAnache, Alexandra AyachMeneses, Branca Maria deLima, Maria de Fátima Evangelista Mendonça2014-10-24T15:49:53Zoai:revistas.usp.br:article/28315Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:49:53Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Analysis of the attitudes of fundamental education teachers towards inclusive education Análise de atitudes de professoras do ensino fundamental no que se refere à educação inclusiva |
title |
Analysis of the attitudes of fundamental education teachers towards inclusive education |
spellingShingle |
Analysis of the attitudes of fundamental education teachers towards inclusive education Crochík, José Leon Educação Inclusiva Preconceito Atitudes Inclusive education Prejudice Attitudes |
title_short |
Analysis of the attitudes of fundamental education teachers towards inclusive education |
title_full |
Analysis of the attitudes of fundamental education teachers towards inclusive education |
title_fullStr |
Analysis of the attitudes of fundamental education teachers towards inclusive education |
title_full_unstemmed |
Analysis of the attitudes of fundamental education teachers towards inclusive education |
title_sort |
Analysis of the attitudes of fundamental education teachers towards inclusive education |
author |
Crochík, José Leon |
author_facet |
Crochík, José Leon Pedrossian, Dulce Regina dos Santos Anache, Alexandra Ayach Meneses, Branca Maria de Lima, Maria de Fátima Evangelista Mendonça |
author_role |
author |
author2 |
Pedrossian, Dulce Regina dos Santos Anache, Alexandra Ayach Meneses, Branca Maria de Lima, Maria de Fátima Evangelista Mendonça |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Crochík, José Leon Pedrossian, Dulce Regina dos Santos Anache, Alexandra Ayach Meneses, Branca Maria de Lima, Maria de Fátima Evangelista Mendonça |
dc.subject.por.fl_str_mv |
Educação Inclusiva Preconceito Atitudes Inclusive education Prejudice Attitudes |
topic |
Educação Inclusiva Preconceito Atitudes Inclusive education Prejudice Attitudes |
description |
This article is based on the critical theory, and describes the result of a study on the attitudes towards inclusive education, which was conducted with twelve teachers of the 5th grade of fundamental education. Among them, six had the experience of having handicapped pupils in their classroom, and six did not. The qualitative analysis of the data resulting from the assessment carried out in six schools of the Campo Grande (MS) municipal school system demonstrated, broadly speaking, that teachers were in favor of inclusive education. However, prejudiced attitudes, veiled or explicit, were also clearly visible within the school. The formation to deal with those that are "different" still faces barriers due to prejudice and discrimination present in a society based on a logic of "marginal inclusion". In their manifestations, teachers pointed to difficulties of working with pupils with severe mental handicap; they signaled that the responsibility of working under the dominance of an education centered on performance, with focus on the insertion of students in the labor market, generated a "feeling of impotence". Faced with the existing contradictions, inclusive education does not fail to bring forward the presence of injustices that still reveal themselves in the educative process. Despite that, several elements were observed that are favorable to this form of education, which is not dissociated from wider social movements. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28315 10.1590/S1517-97022011000300008 |
url |
https://www.revistas.usp.br/ep/article/view/28315 |
identifier_str_mv |
10.1590/S1517-97022011000300008 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28315/30169 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 37 n. 3 (2011); 565-582 Educação e Pesquisa; Vol. 37 No. 3 (2011); 565-582 Educação e Pesquisa; Vol. 37 Núm. 3 (2011); 565-582 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713808743006208 |