ATITUDES SOCIAIS EM RELAÇÃO À INCLUSÃO: O CURSO DE PEDAGOGIA DA FACULDADE DE CIÊNCIAS E TECNOLOGIA DA UNESP

Abstract

The ideals of inclusive education can be effected by means of social attitudes in favor of inclusion, since these can rearrange beliefs and cognitions about the differences, direct affection to be favorable towards differences and mainly direct the action to accept the differences. From this perspective, the present study aims to compare social attitudes towards inclusion, kept by the same participants from the beginning until the end of the training process of UNESP’s “Faculdade de Ciência e Tecnologia”. This study involved 34 students of the Faculty of Education. Data collection was conducted with the same participants at two different times: of the first and of the fourth year in the course. Data were collected through Likert Scale of Social Attitudes towards Inclusion - ELASI, which is an instrument designed and validated for the measurement of social attitudes regarding inclusion. The scores of social attitudes of these participants were compared using Wilcoxon's test. The difference is highly significant (p <0.0001), indicating that significant changes have occurred in social attitudes of these students regarding inclusion, becoming more favorable at the end of the course, compared to the beginning of training. One of the possible variables to change social attitudes may have been the curricular structure of the course, once appearing in the process of training two mandatory courses on the subject. These disciplines are "Foundations of Inclusive Education" and "Sign Language, Information and Communication Technology in Education". Attitudes are formed as a result of the action of the person making knowledge of the environment social. Attitudes are developed by various factors and through experience and learning and we believe that this was provided to participants throughout the course.

http://dx.doi.org/10.14572/nuances.v24i2.2486