Inclusão escolar e capacitismo: representações sociais de professoras e professores da SEEDF

Abstract

This study aimed to understand the social representations of teachers working in public schools in the Federal District of Brazil regarding the concept of school inclusion, analyzing them through the lens of ableism. The theoretical and methodological framework adopted was the Theory of Social Representations in its structural approach. The participants were 68 professionals enrolled in two special education training courses offered by the Unidade-Escola de Formação Continuada dos Profissionais da Educação do Distrito Federal (EAPE). Data were collected through a free word association questionnaire and a demographic survey. The responses were analyzed using the EVOC software, which showed that the terms rights, empathy, and respect form the central core of the teachers' representations of school inclusion. The analysis further revealed that, despite the strong presence of legal discourse and ethical and affective values associated with inclusion, ableist practices may still persist in everyday school life. It is therefore concluded that understanding these social representations can inform more effective professional development strategies, ultimately contributing to the consolidation of an anti-ableist educational culture.