As atitudes dos alunos face à inclusão dos seus pares com deficiência nas aulas de Educação Física
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Data
2011
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Resumo
Quando se fala em inclusão escolar torna-se primordial estudar as interacções que se
estabelecem entre os alunos numa sala de aula, sendo essencial que estes tenham atitudes
positivas nessas interacções (Roldão, 2007). Estas atitudes não aparecem subitamente numa
criança, pelo que as atitudes demonstradas pelas escolas, pelos professores e pelos pais, são
factores que influenciam as atitudes dos alunos perante os seus pares com deficiência.
Objectivo: O presente estudo pretende analisar as atitudes dos alunos ditos “normais”
face à inclusão dos seus pares com deficiência nas aulas de Educação Física, verificando se
estas atitudes variam consoante o ciclo de escolaridade.
Método: Participaram neste estudo 520 alunos que frequentam o 2º ciclo, 3º ciclo e
secundário, com idades compreendidas entre os 10 e os 20 anos. O instrumento utilizado foi o
questionário AID – EF (Leitão, 2011), para análise das atitudes dos alunos face à inclusão de
alunos com deficiência nas suas aulas de Educação Física (EF).
Resultados: Na globalidade, as atitudes dos alunos ditos “normais” face à inclusão
dos seus pares deficientes nas aulas de EF, não variam consoante no ciclo de escolaridade
(p=0,074). Ainda assim, nas seguintes variáveis verificou-se que: o grupo de alunos que
frequenta o secundário manifesta significativamente atitudes mais positivas face aos
inconvenientes da inclusão, em relação aos outros ciclos de escolaridade (p<0,001); quanto às
atitudes dos alunos face à inter-ajuda / cooperação entre alunos com e sem deficiência,
constatou-se que os alunos do secundário apresentam significativamente atitudes mais
positivas (p<0,001); no que respeita às percepções dos alunos face às atitudes dos professores
em relação à inclusão, verificou-se que existem diferenças significativas nos três ciclos de
escolaridade, sendo que o 2º ciclo apresenta atitudes mais positivas, seguido do 3º ciclo e por
fim o secundário (p<0,001); verificou-se ainda, que os alunos do 2º ciclo apresentam
significativamente atitudes menos positivas face às atitudes que os seus pais têm em relação à
inclusão de alunos com deficiência nas aulas de EF (p=0,002).
Conclusões: Este estudo revela que na generalidade os alunos têm tendência para
demonstrar atitudes positivas em relação à inclusão de alunos com deficiência nas aulas de EF,
contudo ainda longe do esperado e desejado, sendo urgente e necessário que ocorra uma
revolução de valores e atitudes na comunidade escolar.
When it comes to school inclusion it becomes essential to study the interactions that take place among students in a classroom, it is essential that they have positive attitudes in these interactions (Roldão, 2007). These attitudes do not appear suddenly in a child, so the attitudes demonstrated by schools, teachers and parents, are factors that influence the attitudes of students towards peers with disabilities. Objective: This study aims to analyze the attitudes of students said "normal" face to the inclusion of peers with disabilities in physical education classes, ensuring that these attitudes vary according to the school cycle. Method: This study is based on 520 students that attend the 2nd cycle, 3rd cycle and secondary, ages between 10 and 20 years old. The instrument used was a questionnaire AID - EF (Leitão, 2011), to analyze the students attitudes towards the inclusion of students with disabilities in their physical education classes (EF). Results: Overall, the attitudes of students said "normal" face to the inclusion of peers with disabilities in PE classes, do not vary depending on the cycle of education (p = 0.074). Still, the following variables showed that: the group of students attending secondary, manifested significantly more positive attitudes to the disadvantages of including, in relation to other cycles of education (p <0.001). As for the attitudes of students towards interSupport / cooperation between students with and without disabilities, it was found that secondary school students have significantly more positive attitudes (p <0.001), with regard to students perceptions in relation to teachers attitudes regarding inclusion, it was found that there are significant differences in the three cycles of education, 2nd cycle students present more positive attitudes, followed by 3th cycle students and then secondary students (p <0.001)it was also found that students from the 2nd cycle have significantly less positive attitudes compared with those of their parents have in relation to the inclusion of students with disabilities in PE classes ( p = 0.002). Conclusions: This study shows that in general students tend to show positive attitudes towards the inclusion of students with disabilities in PE classes, but is still far from the expected and desired, it is urgent and necessary that we have a revolution of values and attitudes in school community.
When it comes to school inclusion it becomes essential to study the interactions that take place among students in a classroom, it is essential that they have positive attitudes in these interactions (Roldão, 2007). These attitudes do not appear suddenly in a child, so the attitudes demonstrated by schools, teachers and parents, are factors that influence the attitudes of students towards peers with disabilities. Objective: This study aims to analyze the attitudes of students said "normal" face to the inclusion of peers with disabilities in physical education classes, ensuring that these attitudes vary according to the school cycle. Method: This study is based on 520 students that attend the 2nd cycle, 3rd cycle and secondary, ages between 10 and 20 years old. The instrument used was a questionnaire AID - EF (Leitão, 2011), to analyze the students attitudes towards the inclusion of students with disabilities in their physical education classes (EF). Results: Overall, the attitudes of students said "normal" face to the inclusion of peers with disabilities in PE classes, do not vary depending on the cycle of education (p = 0.074). Still, the following variables showed that: the group of students attending secondary, manifested significantly more positive attitudes to the disadvantages of including, in relation to other cycles of education (p <0.001). As for the attitudes of students towards interSupport / cooperation between students with and without disabilities, it was found that secondary school students have significantly more positive attitudes (p <0.001), with regard to students perceptions in relation to teachers attitudes regarding inclusion, it was found that there are significant differences in the three cycles of education, 2nd cycle students present more positive attitudes, followed by 3th cycle students and then secondary students (p <0.001)it was also found that students from the 2nd cycle have significantly less positive attitudes compared with those of their parents have in relation to the inclusion of students with disabilities in PE classes ( p = 0.002). Conclusions: This study shows that in general students tend to show positive attitudes towards the inclusion of students with disabilities in PE classes, but is still far from the expected and desired, it is urgent and necessary that we have a revolution of values and attitudes in school community.
Descrição
Orientação: Francisco Ramos Leitão
Palavras-chave
DESPORTO, EDUCAÇÃO FÍSICA, INCLUSÃO ESCOLAR, ALUNOS, SPORT, PHYSICAL EDUCATION, STUDENTS, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, ATITUDES, ATTITUDES