Representações sociais de mães e professoras de alunos com Síndrome de Down nas escolas estaduais do município de Candiota

Abstract

The present study aims to understand and analyze the social representations that mothers and teachers of students with Down Syndrome have in relation to the development and learning of these students. It is considered that the social representations (MOSCOVICI, 2004) are groups of explanations of phenomena of an individual, from a collective perspective, without losing their individuality, interpreted in the daily life of these students. Thus, they serve as a reference for classifying individuals or groups, always maintaining relationships with language and ideology, playing an essential role in social practices and behavioral perspective. This study adopts a qualitative approach, being conducted semi-structured interviews with a script of pre-selected, with the purpose of analyzing and verifying the social representations learning, development and the insertion of students with Down Syndrome, the research was happen between November 19 and 25, 2016, having as subjects four teachers and three mothers. The teachers work in the initial years of Elementary School in two State Schools in the municipality of Candiota, where they teach in shifts that there are students with Down Syndrome and the respective mothers of these students. Also participating in the research are three mothers of their respective students. To achieve the proposed objectives, interviews were conducted with questions directed the mothers and the teachers of the students with Down Syndrome, for that, an tape recorder was used to transcribe the information, which after were analyzing it detailing the relationships between the people researched. We were inferred that mothers and teachers as social interveners, are not to grab whit the syndrome’s limitations, because the interpersonal and social relationships that will enable a progress in the learning, development and insertion of students with down syndrome, providing a cognitive, affective and the social development of the student.