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<oai_dc:dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
<dc:title>Educação inclusiva: escolha e rejeição entre alunos</dc:title>
<dc:creator>Crochík, José Leon</dc:creator>
<dc:creator>Freller, Cintia C.</dc:creator>
<dc:creator>Lima Dias, Marian Ávila de</dc:creator>
<dc:creator>Feffermann, Marisa</dc:creator>
<dc:creator>Baioni do Nascimento, Rafael</dc:creator>
<dc:creator>Casco, Ricardo</dc:creator>
<dc:subject>educação inclusiva</dc:subject>
<dc:subject>sociograma</dc:subject>
<dc:subject>preconceito</dc:subject>
<dc:subject>inclusive education</dc:subject>
<dc:subject>sociogram</dc:subject>
<dc:subject>prejudice</dc:subject>
<dc:description>This work reports a research about inclusive education which objective was to verify if there are differences in preferences and rejections made by students considered as an inclusive status by the schools and their classmates, as well as the reasons for the preferences and rejections. A Proximity Scale has been built among the students and was applied in two classrooms: in a public school (one student considered in an inclusive status) and in a private school (three students considered in an inclusive status). It was observed that there was no difference among students, in both classes, regarding the frequency of choice or rejection and the reasons therefore. Reasons presented for choosing or not choosing classmates for school assignments denote an ideal of productivity and competitive relations. In social relations like playing or visiting classmates, being �cool� or �friendly� was appreciated.</dc:description>
<dc:description>Este artigo relata pesquisa sobre educação inclusiva; teve como objetivos comparar escolhas e rejeições dos alunos considerados em situação de inclusão pelas escolas com seus colegas e os motivos para essas escolhas e rejeições. Construiu-se uma Escala de Proximidade entre alunos, que foi aplicada em duas classes: uma do ensino público (um aluno considerado em situação de inclusão) e outra do ensino particular (três alunos considerados em situação de inclusão). Observou-se que não houve diferenças entre os dois grupos de alunos, em ambas as classes, no que se refere à frequência de escolha ou rejeição e em relação aos motivos. Os motivos dados para escolher ou não colegas para a execução de tarefas escolares denotam um ideal de produtividade e relações de competição; quanto às relações sociais como brincar ou ir à casa do colega, valorizou-se ser �legal� e �amigo"</dc:description>
<dc:publisher>Associação Brasileira de Psicologia Social</dc:publisher>
<dc:date>2013</dc:date>
<dc:type>text (article)</dc:type>
<dc:format>application/pdf</dc:format>
<dc:identifier>https://dialnet.unirioja.es/servlet/oaiart?codigo=4331980</dc:identifier>
<dc:identifier>(Revista) ISSN 1807-0310</dc:identifier>
<dc:source>Psicologia & Sociedade, ISSN 1807-0310, Vol. 25, Nº. 1, 2013, pags. 174-184</dc:source>
<dc:language>por</dc:language>
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</oai_dc:dc>