Representações sociais sobre deficiência de futuros docentes de física

Abstract

Social representations of the complex phenomenon of disability can differ significantly between different groups, encompassing both outdated models that directly link disability and disease, as well as up-to-date discussions on the social aspect of disability and diversity as a human characteristic. This divergence, which occurs due to the existence of different information and perceptions, is manifested through different attitudes, having concrete impacts on the inclusion of disabled people in, among other contexts, physics teaching. With the goal of investigating social representations of disability in undergraduate physics students at UFBA, this research conducted a systematic literature review on teaching physics for disabled people, an analysis of the syllabus of the curricular components of the Physics and Pedagogy degrees at UFBA, in addition to conducting and analyzing an interview based on Discourse Analysis. Some of the findings were an incipient literature, evidence of little contact of undergraduates with the subject, fragmentation of disability into subcategories, a social representation of disability linked to body deviation and data pointing to the lack of teacher preparation for inclusive education. It is imperative to adjust the degree course to allow changes in perceptions and attitudes of undergraduates in relation to disability so that it is possible to achieve inclusion in physics teaching.