O género e as atitudes dos alunos do 3º ciclo face à inclusão dos seus pares com deficiência nas aulas de Educação Física
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2014
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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. De forma a garantir uma melhor aprendizagem para os alunos das nossas escolas e assegurar uma educação de qualidade, e assim, uma consequente preparação para o futuro dos mesmos na sociedade, é crucial que as escolas adoptem estratégias de inclusão, de maneira a adaptar o ensino e a aprendizagem às diferentes características e necessidades dos alunos e à diversidade que actualmente se verifica no sistema de ensino português.
O presente estudo tem como objectivo verificar até que ponto as atitudes dos alunos do 3º ciclo do Ensino Básico 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 1158 alunos do 3º ciclo do Ensino Básico, à qual foi aplicado o questionário “As atitudes dos alunos face aos seus pares com deficiência nas aulas de Educação Física” (AID-EF, Leitão, 2014). Após a aplicação dos questionários, realizou-se o tratamento dos dados referentes aos mesmos no programa estatístico SPSS através do teste t de student.
Relativamente ao presente estudo, concluiu-se que o género feminino tem atitudes mais positivas face aos seus pares com deficiência nas aulas de Educação Física. Nas crenças comportamentais desfavoráveis, crenças favoráveis e crenças normativas não se verificaram diferenças significativas entre os dois géneros, no entanto, o género feminino tem valores médios superiores. No que diz respeito às crenças de controle, crenças de controle interno e crenças de controle externo verificaram-se diferenças significativas entre os dois géneros, sendo novamente o género feminino aquele que mais se destaca pela positiva em relação ao género masculino.
When it comes to school inclusion becomes paramount to study the interactions that are established between 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, by the attitudes demonstrated by schools, teachers and parents, are factors that influence students ' attitudes towards their peers with disabilities. In order to ensure a better learning for the students of our schools and ensure a quality education, and a consequent preparation for the future in society, it is crucial that schools adopt strategies of inclusion, in order to adapt the teaching and learning of the different characteristics and needs of students and the diversity that currently exists in the Portuguese school system. The present study aims to verify the extent to which the attitudes of students in the 3rd cycle of basic education will vary depending on the genus in relation to inclusion of their peers with disabilities in physical education classes. The sample of this study was composed of 1158 students of 3rd cycle of basic education, to which the questionnaire was applied "students ' attitudes vis-à-vis their peers with disabilities in physical education classes" (AID-EF, Leitão, 2014). After the application of questionnaires, the processing of the data relating to same in SPSS statistical program through student's t-test. For the present study, it was concluded that the female has more positive attitudes vis-à-vis their peers with disabilities in physical education classes. Behavioral beliefs favorable beliefs and beliefs, unfavorable regulations there were no significant differences between the two genders, however, the female gender has higher average values. With regard to control beliefs, beliefs of internal control and external control beliefs, there were significant differences between the two genders, being again the female one that most stands out for its positive compared to males.
When it comes to school inclusion becomes paramount to study the interactions that are established between 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, by the attitudes demonstrated by schools, teachers and parents, are factors that influence students ' attitudes towards their peers with disabilities. In order to ensure a better learning for the students of our schools and ensure a quality education, and a consequent preparation for the future in society, it is crucial that schools adopt strategies of inclusion, in order to adapt the teaching and learning of the different characteristics and needs of students and the diversity that currently exists in the Portuguese school system. The present study aims to verify the extent to which the attitudes of students in the 3rd cycle of basic education will vary depending on the genus in relation to inclusion of their peers with disabilities in physical education classes. The sample of this study was composed of 1158 students of 3rd cycle of basic education, to which the questionnaire was applied "students ' attitudes vis-à-vis their peers with disabilities in physical education classes" (AID-EF, Leitão, 2014). After the application of questionnaires, the processing of the data relating to same in SPSS statistical program through student's t-test. For the present study, it was concluded that the female has more positive attitudes vis-à-vis their peers with disabilities in physical education classes. Behavioral beliefs favorable beliefs and beliefs, unfavorable regulations there were no significant differences between the two genders, however, the female gender has higher average values. With regard to control beliefs, beliefs of internal control and external control beliefs, there were significant differences between the two genders, being again the female one that most stands out for its positive compared to males.
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Orientação: Francisco Ramos Leitão
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DESPORTO, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, INCLUSÃO ESCOLAR, GÉNERO, EDUCAÇÃO FÍSICA, ATITUDES, ATITUDES SOCIAIS, CIDADÃOS COM DEFICIÊNCIA, SPORT, SOCIAL INCLUSION, GENDER, PHYSICAL EDUCATION, ATTITUDES, SOCIAL ATTITUDES, CITIZENS WITH DISABILITIES, AID-EF