Expectativas profissionais e acadêmicas de alunos com deficiência no ensino médio: percepção e vivências de estudantes, pais e professores
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Data
2021-12-07
Autores
Batista, Mirian Vieira
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Universidade Estadual Paulista (Unesp)
Resumo
Considerando os princípios legais sobre o direito de todos à educação e às atuais políticas públicas que orientam a organização de sistemas educacionais inclusivos, muitos estudos relativamente recentes têm demonstrado que a baixa escolarização é fator preponderante. Assim, esta pesquisa tem por objetivo geral analisar as expectativas profissionais e acadêmicas de estudantes com deficiência após o término do Ensino Médio, a partir das vivências e percepções dos próprios estudantes, de seus pais/responsável e seus professores. Em específico, pretende-se descrever e analisar as perspectivas futuras, concernentes à formação, às oportunidades laborais desses estudantes após essa modalidade de ensino. Para tanto, metodologicamente, realizou-se um estudo descritivo de abordagem qualitativa, a partir de três tipos de questionários: de caraterização da trajetória escolar, de caracterização do aluno e de caracterização do professor e pais/responsável, aplicados via entrevistas semiestruturadas. Os dados qualitativos foram gravados, transcritos integralmente, para segmentação posterior em recortes, cujas análises se deram via técnica da Análise de Conteúdo, por possibilitar explorar as opiniões e as vivências dos sujeitos mediante a circunstância eleita pela pesquisa. O lócus de pesquisa foi o município de Três Lagoas, Mato Grosso do Sul, e a rede estadual de ensino básico, composta de 11 escolas que, no momento, atendem 64 alunos com deficiência. O estudo realizou-se em sete dessas escolas, a partir da coleta de dados de 12 alunos matriculados no Ensino Médio. Para o processo analítico, utilizaram-se os estudos de Bardin (2016), com a finalidade de contribuir para a diminuição da carência de estudos que avaliem os desdobramentos da área de educação. Resultados preliminares apontam para um histórico e um percurso escolar permeados por preconceitos e estigmas que, por vezes, passam despercebidos pelos estudantes. Esses estigmas promovem a emergência de uma culpabilidade singular, inerente à deficiência. Pôde-se constatar, também, a convicção, o interesse e a apropriação dos estudantes quanto ao estudo e ao trabalho, sobretudo para sua dignidade e sobrevivência. Em relação ao acesso ao Ensino Médio, a formação revelou-se importante, embora circundada por relatos de invisibilidade. Os pais/responsáveis e professores atribuem ao estudo e ao trabalho ser de grande relevância para este público, entretanto, os depoimentos estabeleceram-se perpassados de superproteção e insegurança, especialmente no que concerne ao trabalho. A maioria dos professores salientou a importância desses estudantes estarem cursando o Ensino Médio, porém relataram a falta de apoio e formação para o desenvolvimento de um bom trabalho pedagógico para melhor desempenho docente com o público-alvo da educação especial (Público-Alvo da Educação Especial - PAEE). Apesar da escassez de estudos voltados a esse contexto, espera-se que os dados levantados e as ponderações feitas à luz de teóricos da educação inclusiva possam subsidiar trabalhos posteriores.
Considering the legal principles on the right of everyone to education and the current public policies that guide the organization of inclusive education systems, many relatively recent studies have shown that low schooling is a preponderant factor. Thus, this research aims to analyze the professional and academic expectations of students with disabilities after finishing high school, based on the experiences and perceptions of the students themselves, their parents/guardians and their teachers. Specifically, it is intended to describe and analyze the future perspectives, concerning the training, the work opportunities of these students after this teaching modality. To this end, methodologically, a descriptive study with a qualitative approach was carried out, based on three types of questionnaires: characterizing the school trajectory, characterizing the student and characterizing the teacher, applied via semi-structured interviews. Qualitative data were recorded, transcribed in full, for further segmentation into clippings, whose reviews were carried out via the Content Analysis technique, as it made it possible to explore the opinions and experiences of the subjects according to the circumstances chosen by the research. The locus of research was the municipality of Três Lagoas, Mato Grosso do Sul and the state network of basic education, made up of 11 schools that currently serve 64 students with disabilities. The study was carried out in seven of these schools, from the collection of data from 12 students enrolled in high school. For the analytical process, the Bardin studies (2016) were used, with the purpose of contributing to reducing the lack of studies that assess the developments in the area of education. Preliminary results point to a school history and trajectory, permeated by prejudices and stigmas that sometimes go unnoticed by students. These stigmas promote the emergence of a singular guilt, inherent to disability. It was also possible to verify the conviction, interest and appropriation of students regarding study and work, above all, for their dignity and survival. Regarding access to secondary education, training proved to be important, although surrounded by reports of invisibility. Parents/guardians and teachers attribute the study and work to be of great relevance to this audience, however, the testimonies were permeated with overprotection and insecurity, especially with regard to work. Most teachers stressed the importance of these students attending high school, however, they reported the lack of support and training for the development of a good pedagogical work for better teaching performance with the Target Public of Special Education (PAEE). The information obtained was able to respond to the research problem. Despite the scarcity of studies aimed at this context, we hope that the data collected and the considerations made in the light of inclusive education theorists can support further work.
Considering the legal principles on the right of everyone to education and the current public policies that guide the organization of inclusive education systems, many relatively recent studies have shown that low schooling is a preponderant factor. Thus, this research aims to analyze the professional and academic expectations of students with disabilities after finishing high school, based on the experiences and perceptions of the students themselves, their parents/guardians and their teachers. Specifically, it is intended to describe and analyze the future perspectives, concerning the training, the work opportunities of these students after this teaching modality. To this end, methodologically, a descriptive study with a qualitative approach was carried out, based on three types of questionnaires: characterizing the school trajectory, characterizing the student and characterizing the teacher, applied via semi-structured interviews. Qualitative data were recorded, transcribed in full, for further segmentation into clippings, whose reviews were carried out via the Content Analysis technique, as it made it possible to explore the opinions and experiences of the subjects according to the circumstances chosen by the research. The locus of research was the municipality of Três Lagoas, Mato Grosso do Sul and the state network of basic education, made up of 11 schools that currently serve 64 students with disabilities. The study was carried out in seven of these schools, from the collection of data from 12 students enrolled in high school. For the analytical process, the Bardin studies (2016) were used, with the purpose of contributing to reducing the lack of studies that assess the developments in the area of education. Preliminary results point to a school history and trajectory, permeated by prejudices and stigmas that sometimes go unnoticed by students. These stigmas promote the emergence of a singular guilt, inherent to disability. It was also possible to verify the conviction, interest and appropriation of students regarding study and work, above all, for their dignity and survival. Regarding access to secondary education, training proved to be important, although surrounded by reports of invisibility. Parents/guardians and teachers attribute the study and work to be of great relevance to this audience, however, the testimonies were permeated with overprotection and insecurity, especially with regard to work. Most teachers stressed the importance of these students attending high school, however, they reported the lack of support and training for the development of a good pedagogical work for better teaching performance with the Target Public of Special Education (PAEE). The information obtained was able to respond to the research problem. Despite the scarcity of studies aimed at this context, we hope that the data collected and the considerations made in the light of inclusive education theorists can support further work.
Descrição
Palavras-chave
Deficiência, Ensino médio, Trabalho, Escolarização, Disability, High school, Work, Schooling
Como citar
Batista, Mirian Vieira. Expectativas profissionais e acadêmicas de alunos com deficiência no ensino médio: percepção e vivências de estudantes, pais e professores. Universidade Estadual Paulista (Unesp), 2021.