Representações Sociais de alunos e professores sobre a Síndrome de Down / Social representations of alumni and teacher on Down Syndrome

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

The objective of this research was to grasp social representations of Secondary school teachers and alumni on Down Syndrome (DS) in a regular school in the city of São Paulo. The study was justified by the influence of social representations values, attitudes, and conceptions, socially elaborated, guiding actions in the treatment given to people with DS by the teachers and alumni in the social environment, which can imply in relationship based on stigma and cause harm to the development of the different student. A case study, having as data collection instruments: observations of the school environment, questionnaires and interviews with teachers and group interviews with students (classroom with DS students included), was developed. Data was analyzed by Content Analysis. The analysis of data showed obstacles in the inclusion process concerning the social representations of the teachers on DS, according to its medical model, static, disconsidering social elements in its construction. Some of their messages have pointed out to common stereotypes of the DS such as fondness and the angelical character of these people. Slowness also appears as a DS characteristic, seen in some cases as the only factor that differs these students from the others or as a problem for the course pace and development. The social relationship among the different ones is considered by the teachers as the main reason to include people with DS at school. The learning of academic contents is considered possible only if students have appropriate conditions. The teachers, due to lack of special knowledge and lack of dialogue with parents and chief staff, said they do not feel prepared to work in this context. The students conceptions of classmates with DS differ from those of the teachers and only a few messages related to prejudice have come up. Usually students with DS are known by their personal qualities rather than by the syndrome stereotypes. On the other hand, the lack of activities aiming the acceptance of diversity among students seemed to prevent the rising of friendship outside the school limits, once this relationship was limited to classroom and patio where some of the students showed being concerned about helping and caring those with DS.

ASSUNTO(S)

representação social educacao stigma social representations down syndrome síndrome de down estigma educação inclusiva inclusive education

ACESSO AO ARTIGO

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