A atitude dos alunos em relação à inclusão dos seus pares com deficiência nas aulas de educação física: estratégias competitivas centradas na relação
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2014
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O presente estudo, intitulado de “A atitude dos alunos em relação à inclusão dos seus pares com deficiência nas aulas de Educação Física – As estratégias competitivas centradas na relação” tem por objectivo analisar a correlação existente entre as estratégias competitivas centradas na relação e as crenças comportamentais favoráveis e desfavoráveis, as crenças normativas e as crenças de controlo interno e externo dos alunos ditos normais em relação aos seus pares com deficiência.
A amostra é constituída por 2094 alunos (1020 do género masculino e 1074 do género feminino), pertencentes a doze escolas dos distritos de Lisboa e Setúbal, que frequentam o 1º, 2º e 3º ciclos do ensino básico e o ensino secundário, com idades compreendidas entre os 9 e os 21 anos (13,24±1,9). Os dados foram recolhidos através da aplicação de dois questionários, o ESCOOP – Escala de Competição/Cooperação (Leitão, 2014) e o AID-EF – Atitude dos alunos sobre a inclusão dos seus pares com deficiência (Leitão, 2014), e ambos foram preenchidos de acordo com a escala de Likert composta por seis parâmetros de “1” a “6”. Quanto aos procedimentos estatísticos, realizou-se uma análise descritiva e posteriormente uma análise inferencial dos dados obtidos, utilizando-se o Teste de Correlação de Pearson, através do programa estatístico SPSS.
Os resultados obtidos apresentam uma correlação muito fraca positiva entre as estratégias competitivas centradas na relação e as crenças comportamentais favoráveis, crenças comportamentais desfavoráveis, crenças normativas, crenças de controlo interno e crenças de controlo externo. Destaca-se ainda a desvalorização dos alunos para com comportamentos que se constituam como uma barreira à inclusão dos alunos com necessidades educativas especiais nas aulas de educação física, e uma maior importância focada na criação de oportunidades, bem como a colaboração por parte do professor quando alunos com NEE são incluídos nas aulas da disciplina. Argumenta-se em conclusão que os alunos ditos normais mostram-se receptivos à competição com os alunos com deficiência, uma vez que não os vêm como uma barreira às suas aprendizagens, mas antes como um benefício que favorecem as mesmas, principalmente a nível social.
The study at hand, entitled “Student’s attitude towards the inclusion of their peers with disabilities in Physical Education lessons – The competitive strategies focused on the relationship”, aims to analyze the correlation between the competitive strategies focused on the relationship at hand, the favorable and unfavorable behavioral beliefs, the normative beliefs and the internal and external control beliefs of students deemed ‘normal’ when it comes to their peers with disabilities. The sample is composed of 2094 students (1020 being male and 1074 being female), belonging to twelve schools from the Lisbon and Setúbal districts, currently between the first and twelfth grades, aged between 9 and 21 (13,24±1,9). The data was collected through two questionnaires, the ESCOOP – Competition/Cooperation scale (Leitão, 2014) and AID-EF – Student’s attitude towards the inclusion of their peers with disabilities, having both been filled out according to Likert’s scale, which is composed of six parameters, from “1” to “6”. As far as the statistic procedures are concerned, a descriptive analysis was conducted, followed by an inferential data analysis, using the Pearson Correlation Test, through the statistic program SPSS. The results show a very weak positive correlation between the competitive strategies focused on the studied relationship and the favorable behavioral beliefs, unfavorable behavioral beliefs, normative beliefs, internal control beliefs and external control beliefs. The students’ devaluation of behaviors that act as a barrier towards the inclusion of special needs children in Physical Education lessons stands out, as well as a greater emphasis on creating opportunities and collaboration from the teacher when students with Special Education Needs are included in the lessons of said subject. It is argued in conclusion that students deemed ‘normal’ are receptive towards the idea of competing with students with disabilities, since they do not view it as a barrier to their learning abilities, but rather as something that enhances them, especially on a social level.
The study at hand, entitled “Student’s attitude towards the inclusion of their peers with disabilities in Physical Education lessons – The competitive strategies focused on the relationship”, aims to analyze the correlation between the competitive strategies focused on the relationship at hand, the favorable and unfavorable behavioral beliefs, the normative beliefs and the internal and external control beliefs of students deemed ‘normal’ when it comes to their peers with disabilities. The sample is composed of 2094 students (1020 being male and 1074 being female), belonging to twelve schools from the Lisbon and Setúbal districts, currently between the first and twelfth grades, aged between 9 and 21 (13,24±1,9). The data was collected through two questionnaires, the ESCOOP – Competition/Cooperation scale (Leitão, 2014) and AID-EF – Student’s attitude towards the inclusion of their peers with disabilities, having both been filled out according to Likert’s scale, which is composed of six parameters, from “1” to “6”. As far as the statistic procedures are concerned, a descriptive analysis was conducted, followed by an inferential data analysis, using the Pearson Correlation Test, through the statistic program SPSS. The results show a very weak positive correlation between the competitive strategies focused on the studied relationship and the favorable behavioral beliefs, unfavorable behavioral beliefs, normative beliefs, internal control beliefs and external control beliefs. The students’ devaluation of behaviors that act as a barrier towards the inclusion of special needs children in Physical Education lessons stands out, as well as a greater emphasis on creating opportunities and collaboration from the teacher when students with Special Education Needs are included in the lessons of said subject. It is argued in conclusion that students deemed ‘normal’ are receptive towards the idea of competing with students with disabilities, since they do not view it as a barrier to their learning abilities, but rather as something that enhances them, especially on a social level.
Descrição
Orientação: Francisco Ramos Leitão
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, CIDADÃOS COM DEFICIÊNCIA, INCLUSÃO ESCOLAR, COMPETIÇÃO, NECESSIDADES EDUCATIVAS ESPECIAIS, ESTRATÉGIAS COMPETITIVAS, CRENÇAS, ATITUDES, TESTES PSICOLÓGICOS, ESCOOP, PHYSICAL EDUCATION, CITIZENS WITH DISABILITIES, SCHOOL INCLUSION, COMPETITION, SPECIAL EDUCATIONAL NEEDS, COMPETITIVE STRATEGIES, BELIEFS, ATTITUDES, PSYCHOLOGICAL TESTS, DESPORTO, SPORT