Contingências da história de vida de professoras na formação de atitudes sociais relativas à educação inclusiva

• Versoza-Carvalhal, C. S. ^[1] ; Camila Muchon De Melo ^[1] ; Sílvia Aparecida Fornazari ^[1]
  1. [1] Universidade Estadual de Londrina

     Universidade Estadual de Londrina

     Brasil

     
• Localización: Acta comportamentalia: revista latina de análisis del comportamiento, ISSN 0188-8145, Vol. 25, Nº. 2, 2017, págs. 231-247
• Idioma: portugués
• Títulos paralelos:
  • Teacher's life history contingencies in the formation of attitudes toward inclusive education
• Enlaces
  • Texto completo
• Resumen
  • português

    A atitude social em relação à inclusão, assim como qualquer comportamento, é entendida pela Análise do Comportamento como produto de uma história de contingências. Estudos apontam divergências quanto aos efeitos da experiência com alunos incluídos e as atitudes em relação à inclusão. Nesse sentido, o objetivo deste estudo foi identificar no relato verbal de professoras acerca de suas experiências com alunos com necessidades educacionais especiais (NEE), possíveis variáveis das quais as atitudes sociais dessas em relação à inclusão podem ser função. Foram entrevistadas oito professoras que lecionavam em turmas com alunos com NEE, cujas falas foram categorizadas com o objetivo de identificar possíveis variáveis das quais suas atitudes são função. Falas a favor da inclusão foram identificadas nas entrevistas das professoras que descreviam uma boa interação com os alunos, identificando avanços na aprendizagem. Por outro lado, as professoras que não ficavam sob controle de mudanças sutis em relação à aprendizagem dos alunos e descreviam a interação como ruim foram menos favoráveis à inclusão. Conclui-se que mais importante do que as variáveis identificadas em alguns estudos correlacionais, são as contingências que se estabelecem na história de cada professor, de forma que contatos aversivos contribuem para a formação de uma atitude desfavorável à inclusão, enquanto que contatos reforçadores contribuem para uma atitude mais favorável à inclusão.

  • English

    The concept of social attitudes toward inclusion used by Social Psychology refers to the evaluation that an individual makes about the inclusion of people with special needs, leading him to act favorably or unfavorably to this social situation. Behavior Analysis believes that the way an individual acts, their thoughts and feelings are products of a history of contingencies, thus, are the interactions experienced by everyone who determine their attitudes towards something. Several studies seek to identify variables that correlate positively with the concept studied, however, data shows differences about the effects of the experience with included students and attitudes towards inclusion. The combination of functional analyzes and correlational studies can help identify the relevant aspects of the environment in the formation of a specific behavior. In this sense, the aim of this study was to describe possible variables presents in the interaction of teachers with students included, in which social attitudes toward inclusion of these teachers can be function. Eight kindergarten teachers who had at least one student included in their classrooms were interviewed. The speeches of the participants were categorized into attitudes towards inclusion and relevant variables for the formation of attitudes toward inclusion, in order to identify some possible variables of which the speeches of the teachers could be function. From the categorization made, the contents of the speeches of the participating teachers were distributed in frames of contingencies of three terms, identifying possible antecedents and consequences for the conduct described by the participants. Any speech that put some sort of restriction on inclusive process was considered contrary to inclusion. Speeches pro-inclusion were identified in the interviews of the teachers who described a good interaction with the students, identifying advances in learning. On the other hand, teachers who did not noticed students’ learning and described the interaction badly were less favorable to inclusion. It is concluded that more important than the correlational variables are the contingencies that are established in the history of each teacher, so aversive contacts contribute to the formation of an unfavorable attitude to inclusion, while reinforcing contacts contribute to a more favorable attitude to inclusion. These results point to the need to set practical activities in training courses for educators who work with inclusion in order to ensure that interaction with people with special needs will produce more reinforcing than aversive consequences. Probably this will lead to an improvement of the social attitudes of these future teachers regarding inclusion.