A percepção de pessoas com deficiência intelectual sobre as emoções no contexto de residência inclusiva
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Data
2021-05-28
Autores
Braga, Isadora Tomaz
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os estudos que fazem aproximações sobre os temas emoções e deficiência intelectual estão em desenvolvimento nos últimos anos, porém ainda é bastante difícil encontrar textos que não tratem os temas de maneira segmentada. Torna-se considerável a promoção de pesquisas que possam aproximá-los tendo em vista a contribuição com o avanço da ciência para o desenvolvimento de instrumentos e intervenções que tratem de aspectos emocionais. Nesta direção, esta pesquisa teve como objetivo geral analisar as competências emocionais de pessoas com deficiência intelectual e como objetivos específicos: identificar as facilidades e dificuldades nas tarefas de descrição, nomeação, identificação e exemplificação das emoções; verificar a habilidade de relacionar as emoções às vivências e compreender a relação entre a identificação emocional e o contexto em que se inserem. Os participantes foram 12 homens com idades entre 20 a 57 anos, com diagnóstico de deficiência intelectual e que fazem parte de um serviço de acolhimento institucional, nomeado de Residência Inclusiva. Foram aplicados os seguintes instrumentos: teste baseado em fotografias, roteiro de entrevista semiestruturada e questionário de caracterização do participante. A análise dos dados foi realizada por meio do método da análise de conteúdo. Os resultados obtidos se referem a identificação de 53% das emoções investigadas, ou seja, os residentes identificaram e exemplificaram mais da metade das emoções apresentadas. As emoções de maior facilidade na identificação foram nesta ordem: alegria, tristeza, raiva, surpresa, medo e nojo. Em relação à descrição das experiências emocionais, todos os residentes descreveram pelo menos uma vivência de acordo com as emoções questionadas. A maior dificuldade observada foi na conceitualização da emoção, por ser compreendido como um conceito abstrato. Conclui-se que o conhecimento das pessoas com deficiência intelectual que participaram deste estudo acerca das emoções é basal, rompendo com a preconcepção generalizada das limitações da deficiência intelectual sobre a temática. Sugere-se por fim o aprimoramento de instrumentos de avaliação e intervenção para desenvolvimento das competências emocionais deste público.
Studies that make approximations on the themes of emotions and intellectual disability have been under development in recent years, but it is still quite difficult to find texts that do not address the topics in a segmented way. The promotion of research that can bring them closer together in order to contribute to the advancement of science for the development of instruments and interventions that deal with emotional aspects becomes considerable. In this sense, this research had as its general objective to analyze the emotional competences of people with intellectual disabilities and as specific objectives: to identify the facilities and difficulties in the tasks of description, naming, identification and exemplification of emotions; verify the ability to relate emotions to experiences and understand the relationship between emotional identification and the context in which they are inserted. The participants were 12 men aged between 20 and 57 years old, diagnosed with intellectual disabilities and who are part of an institutional reception service, named Inclusive Residence. The following instruments were applied: test based on photographs, semi-structured interview script and questionnaire to characterize the participant. Data analysis was performed using the content analysis method. The results obtained refer to the identification of 53% of the investigated emotions, that is, the residents identified and exemplified more than half of the emotions presented. The most easily identified emotions were in this order: joy, sadness, anger, surprise, fear and disgust. Regarding the description of emotional experiences, all residents described at least one experience according to the emotions questioned. The greatest difficulty observed was in conceptualizing emotion, as it is understood as an abstract concept. Concludes that the knowledge of people with intellectual disabilities who participated in this study about emotions is basal, breaking with the generalized preconception of the limitations of intellectual disabilities on the subject. Finally, it is suggested the improvement of assessment and intervention instruments for the development of this audience's emotional skills.
Studies that make approximations on the themes of emotions and intellectual disability have been under development in recent years, but it is still quite difficult to find texts that do not address the topics in a segmented way. The promotion of research that can bring them closer together in order to contribute to the advancement of science for the development of instruments and interventions that deal with emotional aspects becomes considerable. In this sense, this research had as its general objective to analyze the emotional competences of people with intellectual disabilities and as specific objectives: to identify the facilities and difficulties in the tasks of description, naming, identification and exemplification of emotions; verify the ability to relate emotions to experiences and understand the relationship between emotional identification and the context in which they are inserted. The participants were 12 men aged between 20 and 57 years old, diagnosed with intellectual disabilities and who are part of an institutional reception service, named Inclusive Residence. The following instruments were applied: test based on photographs, semi-structured interview script and questionnaire to characterize the participant. Data analysis was performed using the content analysis method. The results obtained refer to the identification of 53% of the investigated emotions, that is, the residents identified and exemplified more than half of the emotions presented. The most easily identified emotions were in this order: joy, sadness, anger, surprise, fear and disgust. Regarding the description of emotional experiences, all residents described at least one experience according to the emotions questioned. The greatest difficulty observed was in conceptualizing emotion, as it is understood as an abstract concept. Concludes that the knowledge of people with intellectual disabilities who participated in this study about emotions is basal, breaking with the generalized preconception of the limitations of intellectual disabilities on the subject. Finally, it is suggested the improvement of assessment and intervention instruments for the development of this audience's emotional skills.
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Palavras-chave
Emoção, Deficiência Intelectual, Residência Inclusiva, Emotion, Intellectual Disability, Inclusive Residence