The social view of the intellectual disability in rural schools from the concepts of identity and differenc

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dc.contributor.authorPalma, Debora Teresa [UNESP]
dc.contributor.authorCarneiro, Relma Urel Carbone [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-12-11T16:53:57Z
dc.date.available2018-12-11T16:53:57Z
dc.date.issued2018-04-01
dc.description.abstractThe aim of this study was to discuss the social view in rural schools about the intellectual disability. Therefore, the research followed a qualitative approach and it adopted as a methodological procedure the Case Study. For data collection, questionnaires were used as well as observations, photographic register and school documents analysis. In this text, the data of the documents analysis and a cut of the questionnaire answered by the teachers of the regular classroom are presented. Thirty-one teachers from three rural schools of a municipality in the hinterland of the state of São Paulo, Brazil, took part in this research. The results show that the kind of disability found in these schools is just intellectual. The data of the questionnaires indicate the perspective of the teachers in considering that other students of the classroom would need differentiated pedagogical service. From the analysis of the enrollments, performed without a medical report, and in view of the teachers’ perception, we can assume that, sometimes, the school environment socially produces the intellectual disability, because it does not consider the heterogeneity of the individuals concerning the learning, and also, inside the academic perspective, it creates barriers that limit the participation of people with disability in this environment. Many times the limitation for a student learning is not endogenous, but it happens due to lack of adequate strategies in the school environment. Thus, no pathology should be given to students due to their difficulties and specificities of learning, because this is to produce socially Intellectual Disability.en
dc.description.affiliationFaculdade de Ciências e Letras - UNESP, Campus Araraquara
dc.description.affiliationDepartment of Educational Psychology School Education of the Faculdade de Ciências e Letras - UNESP, Campus Araraquara
dc.description.affiliationUnespFaculdade de Ciências e Letras - UNESP, Campus Araraquara
dc.description.affiliationUnespDepartment of Educational Psychology School Education of the Faculdade de Ciências e Letras - UNESP, Campus Araraquara
dc.format.extent155-166
dc.identifierhttp://dx.doi.org/10.1590/S1413-65382418000200001
dc.identifier.citationRevista Brasileira de Educacao Especial, v. 24, n. 2, p. 155-166, 2018.
dc.identifier.doi10.1590/S1413-65382418000200001
dc.identifier.fileS1413-65382018000200161.pdf
dc.identifier.issn1413-6538
dc.identifier.lattes4107755396897795
dc.identifier.orcid0000-0002-8961-3617
dc.identifier.scieloS1413-65382018000200161
dc.identifier.scopus2-s2.0-85048682253
dc.identifier.urihttp://hdl.handle.net/11449/171113
dc.language.isoeng
dc.relation.ispartofRevista Brasileira de Educacao Especial
dc.relation.ispartofsjr0,197
dc.rights.accessRightsAcesso aberto
dc.sourceScopus
dc.subjectAttendance in resource room
dc.subjectIntellectual disability
dc.subjectRural education
dc.subjectSocial representation
dc.subjectSpecial education
dc.titleThe social view of the intellectual disability in rural schools from the concepts of identity and differencen
dc.titleO olhar social da deficiência intelectual em escolas do campo a partir dos conceitos de identidade e diferençapt
dc.typeArtigo
unesp.author.lattes4107755396897795[2]
unesp.author.orcid0000-0002-8961-3617[2]

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