Amizade e inclusão no contexto escolar: um olhar piagetiano
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Date
2011-08-11
Authors
Ricardo, Lorena Santos
Journal Title
Journal ISSN
Volume Title
Publisher
Universidade Federal do Espírito Santo
Abstract
According to Piaget, children can socialize their thoughts when they have friends. With the advent of the school inclusion, new situations are experienced in the classroom. Therefore, this study investigated whether there are differences in the concept of friendship, respect for differences and relationships in the school among 17 children studying in inclusive class (IC) with an autistic child and 17 other children studying in a not inclusive class (NIC). All students are aged 7 to 8 years old, studying in the 2nd year of public elementary schools in an interior city of the ES. To collect the data were made six cards for girls, six for boys, with pictures showing children in various situations. Also, an interview guide based on the piagetian clinical method. First, the cards were presented to the participants to describe, indicate whether or not those children could be friends and justify their answers. Then, the interview was conducted. Most of the participants described the cards similarly. They also define "friendship" and perceive the different similarities. Although IC students seem to be more willing to respect and to relate to those who are seen as different. . For the most it is good to have friends at school. It is expected that this research can contribute in developing strategies that encourages friendship and respect for differences in the school context for the inclusion process to become ever more authentic, especially for students with autistic spectrum disorders.
Description
Keywords
School inclusion , Friendship , Autism , Inclusão escolar , Piagetian Theory , Teoria Piagetiana
Citation
RICARDO, Lorena Santos. Amizade e inclusão no contexto escolar: um olhar piagetiano. 2011. 120 f. Dissertação (Mestrado em Psicologia) - Universidade Federal do Espírito Santo, Centro de Ciências Humanas e Naturais, Vitória, 2011.