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Previous issue date: 2017-06-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / No s?culo XXI, apesar do discurso da educa??o especial em perspectiva inclusiva, processos de estigmatiza??o e de segrega??o ainda constituem pr?ticas presentes nas institui??es escolares brasileiras, sobretudo, quando se trata de alunos(as) com Defici?ncia Intelectual (DI). Em uma abordagem inclusiva, tais alunos(as) inseridos(as) em escolas regulares demandam modifica??es e reordenamentos did?tico-pedag?gicos e atitudinais. Assim, a investiga??o proposta nesta disserta??o procurou compreender, a partir das hist?rias de vida e escolar de jovens com DI, como suas trajet?rias escolares reverberaram na autoimagem, considerando a rela??o entre a interface estigma, identidade e DI. O estudo teve como objetivo analisar como as experi?ncias escolares de jovens com DI interferem na forma??o da sua identidade. Participaram da investiga??o tr?s jovens com diagn?stico de DI e suas respectivas tias/m?es. A metodologia empregada seguiu a abordagem qualitativa, norteada pelo m?todo de hist?ria oral de vida. Na constru??o de dados, foi utilizada a entrevista recorrente, o que permitiu apreender os sentidos atribu?dos ? vida escolar pelos sujeitos da pesquisa. Organizamos as categorias da seguinte forma: a) trajet?rias escolares e de vida; b) concep??es de si e experi?ncias de socializa??o na escola regular; c) processos de escolariza??o na escola regular. A an?lise dos dados permitiu compreender os tipos de experi?ncias com o estigma que os estudantes com DI est?o vivenciando no contexto escolar, ampliando consideravelmente os conhecimentos acerca da maneira como o processo de inclus?o de pessoas com DI est? sendo realizado, seus avan?os e limita??es no que diz respeito ? garantia da socializa??o e escolariza??o na escola regular. Verificamos, com o estudo, que a escolariza??o de pessoas com DI inseridas em salas regulares, nos ?ltimos anos do Ensino Fundamental e no Ensino M?dio, ainda ? marcada pela precariza??o dos processos de inclus?o, pela n?o aceita??o e estabelecimento de contatos mistos n?o rec?procos, refor?ando o estigma da n?o aprendizagem e desenvolvimento dos(as) alunos(as) com DI, bem como a cren?a de que a escola regular n?o ? o lugar deles. Uma das li??es desta disserta??o ? a necessidade da cria??o de um ambiente escolar menos restritivo para os(as) alunos(as) com DI, possibilitando a constru??o das identidades sem limit?-las e condicion?-las a um suposto r?tulo, considerando a multiplicidade de atributos e potencialidades que devem ser efetivamente desenvolvidas no decurso da vida escolar, criando novos significados sobre o que ? defici?ncia intelectual no cotidiano escolar. / In the XXI century, despite the speech of especial education in an inclusion perspective, some processes of stigmatization and segregation are still present practices in brazilian school institutions, especially, when it comes to students with Intellectual Disability (ID). In an inclusive aproach, such students inserted in regular schools require modifications, some didactic-pedagogical and attitudinal rearrangements. Thus, the proposed research in this dissertation aims to understand from the life and school histories of young people with ID, how their school trajectories had reverberated in the self-image they establish of themselves, Considering the relationship between the stigma interface, identity and ID. The study aimed to analyze how the school experiences of young people with ID interfere in the formation of their identity. Three young women diagnosed with ID and their respective aunts / mothers had the participation in the study. The applied methodology follows a qualitative approach, guided by the method of oral history of life. In the data construction, the recurrent interview was used, which allowed the apprehension of meanings attributed to the school life by the subjects of the research. We organized the categories as follows: a) school and life trajectories; b) conceptions and experiences of socialization in the regular school; c) schooling processes in regular school. The data analysis allowed us to understand the types of experiences with the stigma which students with ID are experiencing in the school context, considerably broadening the knowledge about the way the process of including people with ID has been done, its advances and its limitations with regards to the guarantee of socialization and schooling in the regular school. We verified, with the study, that the schooling of ID people inserted in regular classes, in the last years elementary and high school, is still characterized by the precariousness of inclusion processes, through the non-acceptance and the establishment of a non-reciprocal mixed contacts, reinforcing the stigma of the non-learning and development of students with ID, as well as the belief that regular school is not their place. At last, one of the lessons (provided by this) dissertation is the need to create a less restrictive school environment for ID students, allowing the construction of identities without limiting and conditioning them to a supposed label, considering the multiplicity of attributes and potentialities that must be effectively developed in the course of a school life, creating new meanings about what is intellectual disability in a school routine.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24438 |
| Date | 23 June 2017 |
| Creators | Santos, Rog?rio Alves dos |
| Contributors | 37086081353, Ruiz, Eramos Miessa, 04150193894, Santana, Gilmar, 05452345817, Alves, Jefferson Fernandes, 40692345434, Viana, T?nia Vicente, 46086790310, Magalh?es, Rita de C?ssia Barbosa Paiva |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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