INVISIBLE BARRIERS PRESENT IN INCLUSIVE EDUCATION: A STUDY OF TEACHERS REPRESENTATIONS IN RELATION TO STUDENTS WITH CEREBRAL PARALYSIS / BARREIRAS INVISÍVEIS PRESENTES NA EDUCAÇÃO INCLUSIVA : UM ESTUDO SOBRE AS REPRESENTAÇÕES DOS PROFESSORES RELATIVAS A ALUNOS PORTADORES DE PARALISIA CEREBRAL

AUTOR(ES)
DATA DE PUBLICAÇÃO

2003

RESUMO

The present work is a study based on a qualitative approach of an exploratory qualitative research, about the representations, about handicap students with Cerebral Palsy, developed by teachers of the regular government high schools that receive these particular students, in Rio de Janeiro Municipality. To analyze these representations, we have realized interviews, with teachers which work with these handicap students in their classes and with others that hadn`t lived that experience yet. From these interviews, came up two antagonist postures: teachers that sustained opinions in behalf of the presence of these students in a regular school, emphasizing the positive points, and others that were against and even unhappy to work with them, showing a preconceived attitude. This study has also showed us that the interviewed teachers had very little knowledge about the Cerebral Palsy problem and about the real potential of these students. The result of the analisys of this research showed us that despite the paradigm of inclusion is present in the high schools, where we have realized the interviews, there are still in these institutions, inflexible teachers which are not interested to find out solutions for difficulties, preferring not to be involved with the question, even suggesting, sometimes, to retrocede to the segregated education.

ASSUNTO(S)

educacao inclusiva including education paralisia cerebral representacoes de professores teachers´s representations cerebral paralysis

ACESSO AO ARTIGO

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