Atitudes sociais de professores e alunos em relação à inclusão no ensino técnico
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Data
2020-11-12
Autores
Honjoya, Mariana Magni Bueno [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
As atitudes sociais têm um papel muito importante no contexto da inclusão escolar, já que o relacionamento interpessoal, as atitudes e as opiniões têm implicações diretas no processo de ensino-aprendizagem. Um caminho para se percorrer e para conseguir o ingresso no mercado de trabalho é o ensino técnico, que a cada dia vem sendo mais procurado pela população uma vez que a necessidade de qualificação de mão de obra está aumentando. Para que a inclusão seja possível no ambiente escolar, será necessária uma série de mudanças não apenas na estrutura física como também nas atitudes sociais de toda a comunidade escolar. Nesse sentido, este estudo analisou as atitudes sociais de professores e de alunos do ensino técnico em relação à inclusão de alunos com deficiência nesse contexto já que essas atitudes podem influenciar sua permanência, seu aprendizado e posteriormente sua inclusão no mercado de trabalho. Para a realização deste estudo, foi escolhida uma escola de ensino técnico do interior do Estado de São Paulo pelo fato de ela possuir alunos com deficiência matriculados nos mais diversos cursos. Para a coleta de dados e seleção da amostragem, foram consideradas as características da instituição, e esses participantes foram divididos em cinco grupos para a aplicação da Escala Lickert de Atitudes Sociais em relação à Inclusão. Os resultados obtidos permitiram concluir que alunos e professores da instituição de ensino técnico selecionada apresentam atitudes sociais favoráveis à inclusão. Observou-se, no entanto, que as atitudes dos alunos que não possuem colegas com deficiência são mais favoráveis do que as dos estudantes que têm colegas com deficiência em sala de aula. Em relação aos docentes, observou-se que não há diferença significativa e, portanto, não é possível afirmar se um é mais favorável que o outro. Vale ressaltar que a mediação do professor na criação das relações interpessoais é importante e pode influenciar as atitudes sociais. A inclusão das pessoas com deficiência na educação e no mercado de trabalho precisa percorrer ainda um longo e árduo caminho face às barreiras atitudinais que as cercam. Espera-se que os conhecimentos produzidos neste estudo possam contribuir para reflexões, conscientização e mudança das atitudes sociais de todos.
Social attitudes play a very important role in the context of school inclusion, since interpersonal relationships, attitudes and opinions have direct implications for the teaching-learning process. One way to go and get into the job market is Technical Education, which is increasingly sought after by the population, since the need for qualification of labor is increasing. For inclusion to be possible in the school environment, a series of changes will be necessary, not only in the physical structure but also in the social attitudes of the entire school community. In this sense, this study analyzed the social attitudes of teachers and students of Technical Education in relation to the inclusion of students with disabilities in this context. Such that these attitudes can influence their permanence, learning and later their inclusion in the job market. To carry out this study, a Technical Education school in the interior of the State of São Paulo was chosen, because it has students with disabilities enrolled in the most diverse courses. For data collection and sampling selection, the characteristics of the institution were considered and these participants were divided into five groups for the application of the Lickert Scale of Social Attitudes towards Inclusion. The results obtained allowed us to conclude that students and teachers of the selected Technical Education institution have social attitudes favorable to inclusion. It was observed, however, that the attitudes of students who do not have colleagues with disabilities are more favorable than those of students who have colleagues with disabilities in the classroom. In relation to teachers, it was observed that there is no significant difference and, therefore, it is not possible to say whether one is more favorable than the other. It is worth mentioning that the mediation of the teacher in the creation of interpersonal relationships is important and can influence social attitudes. The inclusion of people with disabilities in education and in the labor market still needs to go a long and arduous path, given the attitudinal barriers that surround them. It is hoped that the knowledge produced in this study can contribute to reflections, awareness and change in everyone's social attitudes.
Social attitudes play a very important role in the context of school inclusion, since interpersonal relationships, attitudes and opinions have direct implications for the teaching-learning process. One way to go and get into the job market is Technical Education, which is increasingly sought after by the population, since the need for qualification of labor is increasing. For inclusion to be possible in the school environment, a series of changes will be necessary, not only in the physical structure but also in the social attitudes of the entire school community. In this sense, this study analyzed the social attitudes of teachers and students of Technical Education in relation to the inclusion of students with disabilities in this context. Such that these attitudes can influence their permanence, learning and later their inclusion in the job market. To carry out this study, a Technical Education school in the interior of the State of São Paulo was chosen, because it has students with disabilities enrolled in the most diverse courses. For data collection and sampling selection, the characteristics of the institution were considered and these participants were divided into five groups for the application of the Lickert Scale of Social Attitudes towards Inclusion. The results obtained allowed us to conclude that students and teachers of the selected Technical Education institution have social attitudes favorable to inclusion. It was observed, however, that the attitudes of students who do not have colleagues with disabilities are more favorable than those of students who have colleagues with disabilities in the classroom. In relation to teachers, it was observed that there is no significant difference and, therefore, it is not possible to say whether one is more favorable than the other. It is worth mentioning that the mediation of the teacher in the creation of interpersonal relationships is important and can influence social attitudes. The inclusion of people with disabilities in education and in the labor market still needs to go a long and arduous path, given the attitudinal barriers that surround them. It is hoped that the knowledge produced in this study can contribute to reflections, awareness and change in everyone's social attitudes.
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Educação especial, Inclusão, Atitudes sociais, Ensino técnico, Special education, Inclusion, Social attitudes, Technical education