%0 Journal Article
%T Representa  es sociais dos educadores de infancia e a inclus o de alunos com necessidades educativas especiais Social representations of childhood educators and the inclusion of students with special needs
%A Francisca M. Rocha Almas Fragoso
%A Jo£¿o Casal
%J Revista Brasileira de Educa£¿£¿o Especial
%D 2012
%I Associa??o Brasileira de Pesquisadores em Educa??o Especial
%R 10.1590/s1413-65382012000300011
%X neste estudo determinam-se as representa  es sociais dos educadores de infancia no Concelho de ¨¦vora no Sul de Portugal, face ¨¤ inclus o de crian as com necessidades educativas especiais nas escolas regulares. A metodologia utilizada baseou-se numa estrat¨¦gia de sondagem assente na realiza  o de um question¨¢rio que compreendeu a caracteriza  o dos elementos de estudo, a estrutura  o das atitudes e o tipo de representa  es sociais dos educadores de infancia nas escolas regulares, o enquadramento legal e a viabilidade do processo inclusivo e os recursos f¨ªsicos humanos. Para interpretar os dados do question¨¢rio foi realizada uma an¨¢lise estat¨ªstica univariada e uma an¨¢lise de conte¨²dos. A promo  o da igualdade de oportunidades, a inter-ajuda e o paradigma da escola inclusiva, est o na origem de uma atitude favor¨¢vel ao processo de inclus o de crian as com necessidades educativas especiais, que ¨¦ condicionada pelos meios t¨¦cnicos e humanos e condi  es f¨ªsicas nas escolas. A representa  o social ¨¦ em geral favor¨¢vel ao processo de inclus o, apesar haver ainda discrimina  o das crian as com necessidades educativas, devido ¨¤ falta de informa  o, de educa  o e de regras sociais, ¨¤ classe social e n¨ªvel econ mico, a dificuldades de aceita  o da diferen a e das limita  es f¨ªsicas e ¨¤ falta de higiene. This study determines the social representations of kindergarten teachers in the city of ¨¦vora, southern Portugal, on the inclusion of children with special educational needs in regular schools. The methodology was based on a survey research strategy in which a questionnaire was used to comprise the characterization of the study elements, the structuring the attitudes and the types of representations of kindergarten teachers in regular schools, the legal framework and feasibility of the inclusive process and the available human and physical resources. The data were treated using univariate statistical analysis and content analysis. The promotion of equal opportunities, mutual help and the paradigm of inclusive education have led to favorable attitudes for the inclusion of children with special educational needs, which is conditioned by technical and human resources and physical conditions in schools. In general a positive social representation of the inclusion process is adopted, but there is still substantial discrimination, which is associated with lack of information, education and social rules, social class and economic level, difficulty of acceptance of difference and physical limitations and lack of hygiene.
%K Educa  o Especial
%K Representa  o Social
%K Inclus o
%K Professor de Educa  o Infantil
%K Special Education
%K Social Representation
%K Inclusion
%K Preschool Teachers
%U http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-65382012000300011