A relação entre as atitudes dos alunos do 3º Ciclo sobre a inclusão de alunos com deficiência nas aulas de Educação Física e a estratégia da imposição
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2014
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A escola tem o desafio diário de responder às necessidades de todos os alunos, independentemente das suas caraterísticas. Neste sentido, todo o sistema educativo, tem um papel decisivo na inclusão escolar. É fundamental que se adote as melhores estratégias no sentido de promover uma educação de qualidade aos futuros cidadãos.
O grande objetivo do nosso estudo é analisar a correlação entre a Estratégia de Imposição ou também designada de Tubarão e as dimensões das atitudes (Crenças Comportamentais Favoráveis, Crenças Comportamentais Desfavoráveis, Crenças Normativas, Crenças de Controlo Interno e Crenças de Controlo Externo) dos alunos do 3º Ciclo no que toca à inclusão de pares com NEE nas aulas de EF.
A amostra do estudo é constituída por 1158 alunos do 3º ciclo do ensino básico, distribuídos pelas escolas das regiões de Lisboa, Oeiras, Torres Vedras e Margem Sul.
Foram aplicados dois questionários, intitulados “As atitudes dos alunos face aos seus pares com deficiência nas aulas de Educação Física” (AID-EF, Leitão, 2014) ” e “Escala de Gestão de Conflitos (EGC, Leitão, 2014) ”. Após a aplicação dos dois questionários, procedemos ao tratamento dos dados, ao qual foi utilizado o programa SPSS através do Teste de Correlação de Pearson.
Relativamente ao presente estudo é de salientar que a estratégia da imposição não se correlaciona com as crenças favoráveis nem desfavoráveis mas que se relacionam positivamente, embora com um grau de correlação fraco, com as crenças normativas e as crenças de controlo interno. O uso de estratégias de natureza impositiva não surge, no entanto, como fator limitativo aos comportamentos inclusivos, pois os alunos consideram que são capazes de facilitar o processo de inclusão dos seus pares com deficiência.
Em suma os alunos apresentam uma atitude claramente positiva em relação à inclusão dos seus pares com deficiência nas aulas de EF, onde as médias são elevadas nas crenças comportamentais favoráveis, normativas e as de controlo interno e externo e a média é baixa nas crenças comportamentais desfavoráveis.
School has a daily challenge to respond to the needs of all students, independent of their characteristics or individual necessities, therefore the educational system has a decisive role in inclusion at school. It is fundamental that better strategies were adapted in order to promote quality of education for future citizens. The goal of our study is to analyze the correlation of enforcement strategy, denominated as Tubarão and the range of attitudes (favorable behavior beliefs, disfavorable behavior beliefs, normative beliefs and external control beliefs) in students of the third cycle when it comes to inclusion of Students with Special Educational Needs in Physical Education classes. The sample of the study is constituted by 1158 students of the third cycle of basic education, distributed by schools in the regions of Lisbon, Oeiras, Torres Vedras e Margem Sul. Two questionnaires were used: “Students’ attitudes towards the ones with deficiency in Physical Education classes” (AID-EF, Leitão, 2014) and “Conflict Management Scale” (EGC, Leitão, 2014)”. After the application of the questionnaires, data were statistically treated, using an SPSS program through Pearson Correlation Test. Regarding the present study it is important that the strategy of enforcement does not correlate with favorable or unfavorable beliefs but is positively related, even with a weak degree of correlation, with the normative beliefs and the beliefs of internal control. The use of strategies of enforcement does not arise as a limiting factor in inclusive behaviors, because students consider that they are able to facilitate the process of inclusion of pairs with disabilities. In conclusion, students have a positive attitude toward inclusion of pairs with disabilities in Physical Education classes, where the averages of favorable behavioral beliefs, and normative internal and external control are high and the average is lower in unfavorable behavioral beliefs.
School has a daily challenge to respond to the needs of all students, independent of their characteristics or individual necessities, therefore the educational system has a decisive role in inclusion at school. It is fundamental that better strategies were adapted in order to promote quality of education for future citizens. The goal of our study is to analyze the correlation of enforcement strategy, denominated as Tubarão and the range of attitudes (favorable behavior beliefs, disfavorable behavior beliefs, normative beliefs and external control beliefs) in students of the third cycle when it comes to inclusion of Students with Special Educational Needs in Physical Education classes. The sample of the study is constituted by 1158 students of the third cycle of basic education, distributed by schools in the regions of Lisbon, Oeiras, Torres Vedras e Margem Sul. Two questionnaires were used: “Students’ attitudes towards the ones with deficiency in Physical Education classes” (AID-EF, Leitão, 2014) and “Conflict Management Scale” (EGC, Leitão, 2014)”. After the application of the questionnaires, data were statistically treated, using an SPSS program through Pearson Correlation Test. Regarding the present study it is important that the strategy of enforcement does not correlate with favorable or unfavorable beliefs but is positively related, even with a weak degree of correlation, with the normative beliefs and the beliefs of internal control. The use of strategies of enforcement does not arise as a limiting factor in inclusive behaviors, because students consider that they are able to facilitate the process of inclusion of pairs with disabilities. In conclusion, students have a positive attitude toward inclusion of pairs with disabilities in Physical Education classes, where the averages of favorable behavioral beliefs, and normative internal and external control are high and the average is lower in unfavorable behavioral beliefs.
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Orientação: Francisco Alberto Ramos Leitão
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DESPORTO, COMPORTAMENTO SOCIAL, INCLUSÃO SOCIAL, ATITUDES SOCIAIS, CRENÇAS, ESCOLAS, INCLUSÃO ESCOLAR, GESTÃO DE CONFLITOS, EDUCAÇÃO FÍSICA, ESTRATÉGIAS DE INTERVENÇÃO, TESTES PSICOLÓGICOS, EGC, AID-EF, ESTUDOS DE CASO, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, SPORT, SOCIAL BEHAVIOUR, SOCIAL INCLUSION, SOCIAL ATTITUDES, BELIEFS, SCHOOL INCLUSION, CONFLICT MANAGEMENT, INTERVENTION STRATEGIES, CASE STUDIES, PSYCHOLOGICAL TESTS, ENSINO BÁSICO 3º CICLO, SECONDARY EDUCATION, CIDADÃOS COM DEFICIÊNCIA, CITIZENS WITH DISABILITIES