Interações e relações sociais entre pares em classes de inclusão

Abstract

This study aimed at observing interactions of children with special needs in two inclusive classrooms as well as describing the frequency and the quality of these interactions through its contents. These goals agree with Hinde´s theory to study the human development which proposes the description and classification of social interactions as the first step to the scientific study of social relationships. Observing the nature of these interactions in inclusive classrooms is a must since this proposal is new in Belém. Eight students with special needs were observed (cognitive disability, multiple disability, autism, Down syndrome and brain paralysis) in two inclusive classrooms of state public schools. Observations of three minutes were conducted to each student, through focal sampling, which led to the analysis of frequency and content of interactions. The results show these students may be facing isolation as a consequence of low frequency of interactions among them and their classmates and sometimes, interactions among focals only. This data extends to the regular students that don´t interact frequently. No student seem to have developed links since continuity in interactions was not observed in these groups. Considering the quality of interactions, they can be classified into positive or negative, according to the consequences detected in each situation. The conclusion is that the frequency of interactions in these groups is low, there´s little evidence of relationships, since there were 28 reciprocal interactions, from which 6 among students with special needs, what may indicate the exclusion in inclusive classrooms.