Concepções de estudantes de pedagogia sobre educação inclusiva e educação especial e suas atitudes sociais em relação à inclusão
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Data
2016-03-24
Autores
Marinho, Carla Cristina [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Na presente pesquisa tivemos por objetivo verificar a relação entre as concepções de Educação Inclusiva, as de Educação Especial, as atitudes sociais de estudantes do curso de Pedagogia da UNESP de Marília em relação à Inclusão, e a matriz curricular do referido curso. Participaram 177 estudantes de Pedagogia. Utilizamos duas escalas de mensuração: a Escala de Concepções acerca de Educação Inclusiva e Educação Especial e a Escala Likert de Atitudes Sociais em relação à Inclusão. Na primeira etapa de coleta de dados, aplicamos os instrumentos à 107 estudantes do 1º ano no início do primeiro semestre e à 70 estudantes do 4º ano no início do segundo semestre, isto é, início dos três aprofundamentos ofertados pelo curso. Na segunda etapa, reaplicados os instrumentos à 48 estudantes do 4º ano ao final do segundo semestre, isto é, ao final dos aprofundamentos. Calculamos os escores individuais dos participantes nas escalas e realizamos comparações dos escores dos grupos mediante os testes de Mann-Whitney, de Friedman e de Wilcoxon. Em cada um dos grupos fizemos a correlação dos escores dos dados dos dois instrumentos, a partir do cálculo do coeficiente de Spearman. Constatamos que a concepção de Educação Inclusiva como sinonímia da expressão educação de qualidade e a de Educação Especial como modalidade de ensino transversal foram as concepções predominantes no 1º e 4º anos. Entretanto, o grupo de estudantes do 1º ano parece ter menos clareza sobre os dois conceitos em questão, visto que os escores deles referentes à concepção de Educação Inclusiva como sinonímia da expressão inclusão escolar de pessoas com deficiência e de Educação Especial como modalidade educacional excludente foram significantemente maiores que os do 4º ano. Além disso, os estudantes do 1º ano apresentaram atitudes sociais em relação à Inclusão menos favoráveis comparativamente as do 4º ano. Os escores dos estudantes do 4º ano referentes à concepção de Educação Inclusiva como sinonímia da expressão inclusão escolar e de Educação Especial como modalidade educacional excludente foram significativamente maiores ao final dos aprofundamentos que no início. Diferentemente, os escores desse grupo referentes à concepção de Educação Inclusiva como sinonímia da expressão educação de qualidade foram significativamente maiores no início dos aprofundamentos que ao final. Quanto às atitudes sociais em relação à Inclusão, verificamos que os estudantes do 4º ano não apresentaram atitudes sociais em relação à Inclusão significativamente diferentes no início e ao final dos aprofundamentos. Somente no grupo de estudantes do 4º ano foi encontrada correlação estatisticamente significante entre a concepção de Educação Inclusiva como sinonímia da expressão inclusão escolar de pessoas com deficiência e a concepção de Educação Especial como modalidade educacional específica, assim como entre a concepção de Educação Inclusiva como sinonímia da expressão educação de qualidade e a concepção de Educação Especial como modalidade de ensino transversal. O conhecimento apresentado pelos docentes do curso de Pedagogia da UNESP de Marília mediante a matriz curricular parece exercer algum efeito nas concepções dos estudantes sobre Educação Inclusiva e Educação Especial, bem como em suas atitudes sociais em relação à Inclusão.
In the present study we had for propose verify the relationship between the conceptions of Inclusive Education, the Special Education, social attitudes toward Inclusion maintained by students of the Faculty of Education from UNESP at Marilia, and the curriculum of that course. Participated 177 students. We used two measurement scales: Conceptions Scale toward Inclusive Education and Special Education and Likert Scale of Social Attitudes towards inclusion. In the first data collection stage, we apply the instruments to 107 students of 1st year at the beginning of the first semester and 70 students of the 4th year in the second half, that is, the beginning of the three insights offered by the course. In the second stage, the instruments reapplied to 48 students of the 4th year at the end of the second half, that is, the end of the deepening. We calculated the individual scores of the participants on the scales and perform comparisons of the scores of groups using the Mann-Whitney test, Friedman and Wilcoxon. In each group we made the correlation between the scores of the data from the two instruments from the calculation of the Spearman coefficient. We noted that the conception of inclusive education as a synonym of the term quality of education and Special Education as a transversal type of education were the ideas prevalent in the 1st and 4th years. Nevertheless, the group of students of 1st year seems less clear about the two conceptions in question, since their scores regarding the design of inclusive education as a synonym of the term inclusion school for people with disabilities and special education as exclusive educational modality. They were significantly greater than those in the 4th year. Moreover, students of 1st year showed social attitudes towards Inclusion less favorable compared to the 4th year. The scores of students in the 4th year regarding the design of inclusive education as a synonym of the term school inclusion and special education as exclusive educational modality were significantly higher at the end of the deepening at the beginning. Differently the scores of this group regarding the design of inclusive education as a synonym of quality education expression were significantly higher in the early insights to the end. As for the social attitudes toward inclusion, we find that the students of the 4th year did not have social attitudes towards significantly different Inclusion at the beginning and end of deepening. Only in the group of students of the 4th year was a statistically significant correlation between the conception of inclusive education as a synonym of the term school inclusion of people with disabilities and the design of special education as a specific educational modality, as well as between the conception of inclusive education as a synonym expression of quality education and the design of special education as a transversal mode of education. The knowledge presented by the teachers of the Faculty of Education of UNESP Marilia through the curriculum seems to have some effect on the views of students on Inclusive Education and Special Education, as well as in their social attitudes toward inclusion.
In the present study we had for propose verify the relationship between the conceptions of Inclusive Education, the Special Education, social attitudes toward Inclusion maintained by students of the Faculty of Education from UNESP at Marilia, and the curriculum of that course. Participated 177 students. We used two measurement scales: Conceptions Scale toward Inclusive Education and Special Education and Likert Scale of Social Attitudes towards inclusion. In the first data collection stage, we apply the instruments to 107 students of 1st year at the beginning of the first semester and 70 students of the 4th year in the second half, that is, the beginning of the three insights offered by the course. In the second stage, the instruments reapplied to 48 students of the 4th year at the end of the second half, that is, the end of the deepening. We calculated the individual scores of the participants on the scales and perform comparisons of the scores of groups using the Mann-Whitney test, Friedman and Wilcoxon. In each group we made the correlation between the scores of the data from the two instruments from the calculation of the Spearman coefficient. We noted that the conception of inclusive education as a synonym of the term quality of education and Special Education as a transversal type of education were the ideas prevalent in the 1st and 4th years. Nevertheless, the group of students of 1st year seems less clear about the two conceptions in question, since their scores regarding the design of inclusive education as a synonym of the term inclusion school for people with disabilities and special education as exclusive educational modality. They were significantly greater than those in the 4th year. Moreover, students of 1st year showed social attitudes towards Inclusion less favorable compared to the 4th year. The scores of students in the 4th year regarding the design of inclusive education as a synonym of the term school inclusion and special education as exclusive educational modality were significantly higher at the end of the deepening at the beginning. Differently the scores of this group regarding the design of inclusive education as a synonym of quality education expression were significantly higher in the early insights to the end. As for the social attitudes toward inclusion, we find that the students of the 4th year did not have social attitudes towards significantly different Inclusion at the beginning and end of deepening. Only in the group of students of the 4th year was a statistically significant correlation between the conception of inclusive education as a synonym of the term school inclusion of people with disabilities and the design of special education as a specific educational modality, as well as between the conception of inclusive education as a synonym expression of quality education and the design of special education as a transversal mode of education. The knowledge presented by the teachers of the Faculty of Education of UNESP Marilia through the curriculum seems to have some effect on the views of students on Inclusive Education and Special Education, as well as in their social attitudes toward inclusion.
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Palavras-chave
Educação inclusiva, Educação especial, Estudantes universitários, Atitudes sociais, Inclusive education, Special education, University students, Social attitudes