O género e as atitudes dos alunos do ensino secundário face à inclusão dos seus pares com deficiência nas aulas de Educação Física
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2014
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De forma a proporcionar a todos os alunos uma educação de qualidade, que os prepare para uma vida futura na sociedade, é fundamental que as escolas adotem estratégias de inclusão, proporcionando a todos as mesmas possibilidades de participação, adaptando o ensino e a aprendizagem às diferentes características e necessidades dos alunos. De maneira a promover uma educação cada vez mais inclusiva, é também importante que as escolas e os professores organizem o processo ensino-aprendizagem com base na aprendizagem cooperativa, realizada em grupos heterogéneos, onde o êxito do grupo depende de todos os alunos. Logo, as interações e atitudes estabelecidas entre os elementos do grupo, são determinantes, com vista à criação de um ambiente inclusivo onde todos participem e se sintam incluídos. Assim sendo, se queremos promover a inclusão de todos os alunos, torna-se fundamental perceber o tipo de atitudes que os alunos ditos normais têm para com os seus pares com deficiência, tendo as atitudes positivas durante a interação entre pares contribuído para a eficácia de uma educação inclusiva. O objetivo do estudo passa por verificar até que ponto as atitudes dos alunos do ensino secundário variam em função do género face à inclusão dos seus pares com deficiência nas aulas de Educação Física. A amostra do presente estudo foi constituída por 294 alunos do ensino secundário, tendo sido aplicado aos elementos dessa amostra, o questionário “As atitudes dos alunos face aos seus pares com deficiência nas aulas de Educação Física” (AID-EF, Leitão, 2014). Concluiu-se, que as hipóteses de estudo H1, H2, H5 foram confirmadas, uma vez que os resultados mostraram diferenças significativas entre os dois géneros, relativamente às Crenças Comportamentais Desfavoráveis, Favoráveis e de Controle Externo, verificando-se assim, que as mesmas em alunos do ensino secundário, face aos seus pares com deficiência nas aulas de Educação Física, variam em função do género. Por outro lado, concluiu-se, que as crenças Normativas e as Crenças de Controle Interno não variam em função do género, contrariando assim as nossas hipóteses H3 e H4. Chegou-se também à conclusão com base nos valores médios das diferentes Crenças, que o género feminino adota atitudes mais positivas para com os seus pares com deficiência tendo para com estes comportamentos mais cooperativos e inclusivos do que o género masculino.
Of form to provide to all the pupils an education of quality, that prepares them for a future life in the society, is basic that the schools adopt inclusion strategies, providing to all the same possibilities of participation, adapting education and the learning to the different characteristics and necessities of the pupils. In way to promote an education each more inclusive time, is also important that the schools and the professors organize the process on the basis of teach-learning the cooperative learning, carried through in heterogeneous groups, where the success of the group depends on all the pupils. Soon, the interactions and attitudes established between the elements of the group, are determinative, with sight to the creation of an inclusive environment where all participate and if they feel enclosed. Thus being, if we want to promote the inclusion of all the pupils, becomes basic to perceive the type of attitudes that the said pupils normal have stop with its pairs with deficiency, having the positive attitudes during the interaction between pairs contributed for the effectiveness of an inclusive education. The objective of the study passes for verifying until point the attitudes of the pupils of secondary education vary in function of gender face to the inclusion of its pairs with deficiency in the lessons of Physical Education. The sample of the present study was constituted by 294 pupils of secondary education, having been applied to the elements of this sample, the questionnaire “the attitudes of the pupils face to its pairs with deficiency in the lessons of Physical Education” (AID-EF, Leitão, 2014). It was concluded, that the hypotheses of study H1, H2, H5 had been confirmed, a time that the results had shown significant differences between the two genders, relatively to the Favorable, Favorable Mannering Beliefs and of External Control, verifying itself thus, that the same ones in pupils of secondary education, face to its pairs with deficiency in the lessons of Physical Education, vary in function of gender. On the other hand, it was concluded, that the Normative beliefs and the Beliefs of Internal Control do not vary in function of gender, thus opposing our hypotheses H3 and H4. One also arrived at the conclusion on the basis of the average values of the different Beliefs, that female gender adopt more positive attitudes stops with its pairs with deficiency having stops with these more cooperative and inclusive behaviors of what the male gender.
Of form to provide to all the pupils an education of quality, that prepares them for a future life in the society, is basic that the schools adopt inclusion strategies, providing to all the same possibilities of participation, adapting education and the learning to the different characteristics and necessities of the pupils. In way to promote an education each more inclusive time, is also important that the schools and the professors organize the process on the basis of teach-learning the cooperative learning, carried through in heterogeneous groups, where the success of the group depends on all the pupils. Soon, the interactions and attitudes established between the elements of the group, are determinative, with sight to the creation of an inclusive environment where all participate and if they feel enclosed. Thus being, if we want to promote the inclusion of all the pupils, becomes basic to perceive the type of attitudes that the said pupils normal have stop with its pairs with deficiency, having the positive attitudes during the interaction between pairs contributed for the effectiveness of an inclusive education. The objective of the study passes for verifying until point the attitudes of the pupils of secondary education vary in function of gender face to the inclusion of its pairs with deficiency in the lessons of Physical Education. The sample of the present study was constituted by 294 pupils of secondary education, having been applied to the elements of this sample, the questionnaire “the attitudes of the pupils face to its pairs with deficiency in the lessons of Physical Education” (AID-EF, Leitão, 2014). It was concluded, that the hypotheses of study H1, H2, H5 had been confirmed, a time that the results had shown significant differences between the two genders, relatively to the Favorable, Favorable Mannering Beliefs and of External Control, verifying itself thus, that the same ones in pupils of secondary education, face to its pairs with deficiency in the lessons of Physical Education, vary in function of gender. On the other hand, it was concluded, that the Normative beliefs and the Beliefs of Internal Control do not vary in function of gender, thus opposing our hypotheses H3 and H4. One also arrived at the conclusion on the basis of the average values of the different Beliefs, that female gender adopt more positive attitudes stops with its pairs with deficiency having stops with these more cooperative and inclusive behaviors of what the male gender.
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Orientação: Francisco Ramos Leitão
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EDUCAÇÃO FÍSICA, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO INCLUSIVA, EDUCAÇÃO, JOVENS DEFICIENTES, COOPERAÇÃO, RELAÇÕES SOCIAIS, EDUCAÇÃO FÍSICA, GÉNERO, ATITUDES, PHYSICAL EDUCATION, INCLUSIVE EDUCATION, EDUCATION, YOUNG PEOPLE WITH DISABILITIES, COOPERATION, SOCIAL RELATIONS, PHYSICAL EDUCATION, GENDER, ATTITUDES, AID-EF, TESTES PSICOLÓGICOS, PSYCHOLOGICAL TESTS, DESPORTO, SPORT