The Meanings Attributed to Disability by Basic Education Professionals

Authors

DOI:

https://doi.org/10.1590/2175-6236141802vs01

Keywords:

Estudos da Deficiência na Educação, Formação Continuada, Capacitismo, Ética do Cuidado, Educação Inclusiva

Abstract

For this article, which takes as its theoretical basis the field of Disability Studies in Education, we aimed to investigate the conceptions attributed to disability among educators working in basic education. The data was collected during a virtual training course in which more than 300 basic education professionals took part, using a socio-demographic questionnaire and another with open-ended questions before the training course, with thematic content analysis. The results provide theoretical and methodological contributions to the field of work from an intersectional inclusive perspective, in which basic education professionals can adopt ethical and intentional stances on care in their pedagogical practices to combat ableism.

Downloads

Download data is not yet available.

Author Biographies

Geisa Letícia Kempfer Böck, Universidade do Estado de Santa Catarina (UDESC) – Florianópolis/SC - Brasil

Geisa Kempfer Bock is a Professor at the Laboratory of Inclusive Education (LEdI) of the Distance Education Center (Cead) at the State University of Santa Catarina, a professor in the Professional Master's in Inclusive Education/PROFEI/CEAD, and in the Academic Doctorate PPGE/FAED/UDESC. She holds a degree in Special Education from UFSM, a Master's in Education from UFSC, and a PhD in Psychology from UFSC.

Rose Clér Estivalete Beche, Universidade do Estado de Santa Catarina (UDESC) – Florianópolis/SC - Brasil

Rose Clér Estivalete Beche works as a professor at the Distance Education Center of the State University of Santa Catarina, coordinates the NAC (Educational Accessibility Center) of CEAD, and is a researcher and extensionist affiliated with the Laboratory of Inclusive Education (LEdI) at Cead. She holds a degree in Pedagogy (2002), a Master's in Education from UFSC (2005), and a PhD in Education from the Postgraduate Program in Education at UDESC (2023).

Solange Cristina da Silva, Universidade do Estado de Santa Catarina (UDESC) – Florianópolis/SC – Brasil

Solange Cristina da Silva is the Coordinator of the Laboratory of Inclusive Education (LEdI) at the Distance Education Center (Cead) of the State University of Santa Catarina, a professor in the undergraduate Pedagogy program and the Professional Master's in Inclusive Education/PROFEI/CEAD. She has a degree in Psychology from Unimep, a Master's in Education, and a PhD in Psychology, both from UFSC.

Downloads

Published

2024-11-06

How to Cite

Böck, G. L. K., Beche, R. C. E., & Silva, S. C. da. (2024). The Meanings Attributed to Disability by Basic Education Professionals. Educação & Realidade [Education & Reality], 49. https://doi.org/10.1590/2175-6236141802vs01

Issue

Vol. 49 (2024)

Section

Disability Studies in Education

License

Copyright (c) 2024 Educação & Realidade [Education & Reality]

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).

Most read articles by the same author(s)

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.