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Advisor(s)
Abstract(s)
As desvantagens colocadas pelo género e incapacidade configuram situações de dupla discriminação que justificam a adoção de uma abordagem interseccional na sua análise (Gomes et al., 2019). Neste estudo exploratório foram analisadas as atitudes de docentes dos 2.º e 3.º Ciclos do Ensino Básico (CEB) e do Ensino Secundário relativamente à promoção da igualdade de género no âmbito da educação inclusiva. Os objetivos passaram por analisar as atitudes em relação aos papéis de género e à educação inclusiva, verificar eventuais fatores de influência e se existe relação entre ambas. A amostra é de conveniência, composta por 101 docentes dos 2.º e 3.º CEB e do Ensino Secundário com experiência com alunos/as com Necessidades Específicas. Recorreu-se a um questionário criado para o estudo que inclui uma secção destinada à caracterização sociodemográfica, a Escala de Atitudes Relativas aos Papéis de Género (Andrade, 2006, 2016) e a Escala Multidimensional de Atitudes em relação à Educação Inclusiva (Silva et al., 2020). Verificou-se uma relação positiva moderada entre as dimensões cognitiva, afetiva e comportamental das atitudes em relação à educação inclusiva e a valorização da divisão tradicional dos papéis de género. Conclui-se que esta temática necessita de uma maior investigação para além do investimento em formação específica sob uma perspetiva interseccional.
The disadvantages posed by gender and disability configure situations of double discrimination that justify the adoption of an intersectional approach in their analysis (Gomes et al., 2019). In this exploratory study, the attitudes of 2nd and 3rd Cycles of Basic Education and High School teachers were analyzed regarding the promotion of gender equality in inclusive education. The objectives were to analyze attitudes about gender roles and inclusive education, verifying any influencing factors and whether there is a relationship between them. The sample is of convenience, composed by 101 teachers from the 2nd CEB, 3rd CEB and High School who have experience with students with Special Needs. A questionnaire was created was created for this study, which includes a section for sociodemographic characterization, the Attitudes Towards Gender Roles Scale (Andrade, 2006, 2016), and the Multidimensional Scale of Attitudes Towards Inclusive Education (Silva et al., 2020). There was a moderate positive relationship between the cognitive, affective, and behavioral dimensions of attitudes towards inclusive education and the appreciation of the traditional division of gender roles. It is concluded that there is a need of further research in this theme in addition to investment in specific training from an intersectional perspective.
The disadvantages posed by gender and disability configure situations of double discrimination that justify the adoption of an intersectional approach in their analysis (Gomes et al., 2019). In this exploratory study, the attitudes of 2nd and 3rd Cycles of Basic Education and High School teachers were analyzed regarding the promotion of gender equality in inclusive education. The objectives were to analyze attitudes about gender roles and inclusive education, verifying any influencing factors and whether there is a relationship between them. The sample is of convenience, composed by 101 teachers from the 2nd CEB, 3rd CEB and High School who have experience with students with Special Needs. A questionnaire was created was created for this study, which includes a section for sociodemographic characterization, the Attitudes Towards Gender Roles Scale (Andrade, 2006, 2016), and the Multidimensional Scale of Attitudes Towards Inclusive Education (Silva et al., 2020). There was a moderate positive relationship between the cognitive, affective, and behavioral dimensions of attitudes towards inclusive education and the appreciation of the traditional division of gender roles. It is concluded that there is a need of further research in this theme in addition to investment in specific training from an intersectional perspective.
Description
Keywords
género inclusão atitudes professores/as gender inclusion attitudes teachers
Citation
Publisher
Escola Superior de Educação do Instituto Politécnico de Viseu