A educação inclusiva na perspectiva da teoria das representações sociais: concepções de docentes e discentes do Instituto Federal do Norte de Minas Gerais – Campus Salinas

Abstract

This study aims to investigate the social representation of teachers and students of the Federal Institute of Northern Minas Gerais - Campus Salinas, referring to the inclusion of disabled people on its premises. Inclusive education in its fullest sense remains a major challenge to modern society. Although Brazil have a significant legal apparatus that supports inclusion, note that the practice differs from theory, since there is a lot to do to make inclusion happen really, involving the need for a joint action by all branches of society. Considering the theme of Inclusion, was used as the theoretical support of this research the Theory of Representations of Serge Moscovici. To achieve our objective, we used the technique as a means of free recall, combined with a questionnaire. Data were analyzed using the software EVOC, who helped present the possible elements of the centrality of social representation and analysis of the questionnaire under the guidance of Bardin. Finally the data were analyzed in light of the literature studied pointed to the social representation of teachers and students of IFNMG - Campus Salinas about the inclusion of disabled people on its premises. The search result helps to understand issues related to the emergence and maintenance of prejudice; analyze the challenges, opportunities and strategies for effective integration and retention of students with disabilities in the network of Professional Education and Technology, on behalf of the current discourse of respect for diversity, manifesting itself in meaningful action