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Abstract(s)
O autoconceito e as interações sociais na cegueira têm sido objeto de escassos estudos ao longo dos tempos. A experiência de abordar o autoconceito e as interações sociais na cegueira é uma tentativa de clarificar o processo de construção de si mesmo de um grupo social que ainda é pouco indagado. Desta forma, esta investigação pretende aprofundar os conhecimentos sobre a estrutura do autoconceito de crianças/jovens com cegueira, verificar como estes estabelecem as suas relações sociais, conhecer qual o nível de aceitação pelo seu grupo de pares, verificando o número de vezes que o aluno com cegueira é preferido e rejeitado, descodificando o seu estatuto sociométrico e relacionar autoconceito e popularidade. A amostra é composta por 6 alunos com cegueira, com idades compreendidas entre os 14 e os 18 anos, que frequentam o 8º, 10º e 11º anos em estabelecimentos de ensino públicos do centro do país. Para atingir estes objetivos, aplicaram-se dois instrumentos: a Escala de Autoconceito para Crianças de Piers-Harris (versão portuguesa) e um teste sociométrico aplicado aos alunos com cegueira, bem como aos seus grupos de pares. Conclui-se que a amostra em estudo apresenta para ambos os fatores do autoconceito uma média normal. Depois de analisados e identificados os diferentes estatutos, verifica-se que 4 alunos pertencem ao estatuto negligenciado e 2 alunos apresentam o estatuto rejeitado. Com base nos resultados obtidos confirma-se que os alunos com cegueira têm perceção clara e evidente de quem é popular e rejeitado no seu grupo de pares, apesar de pertencerem a grupos com menor visibilidade. No que concerne à competência percebida pelos alunos com cegueira, os resultados indicam que o nível de aceitação pelo grupo de pares parece não ter influência no autoconceito nos diferentes fatores.
Self-concept and social interactions in blindness have been the subject of few studies over the years. The experience of approaching self-concept and social interactions in blindness is an attempt to clarify the building process of a social group that still lacks recognition. Thus, this research aims to assess how blindness affects the self-concept of children/young people, to verify how they establish their social relationships and to find out the level of acceptance by their peer group by checking the number of times the student with blindness is preferred and rejected, decoding their sociometric status and linking self-concept to popularity. The sample consists of 6 students with blindness, aged between 14 and 18, attending the 8th, 10th and 11th years in public schools from the center of the country. To achieve these goals, we have applied two instruments: Piers-Harris Children´s Self-Concept Scale (portuguese version) and a sociometric test given to students in classes where students with blindness are included, as well as to the blind ones. It is concluded that the test sample shows a normal average for both factors of self-concept. After the different statuses have been analyzed and identified, it turns out that 4 students belong to the neglected status and two students present the rejected status. Based on the results obtained, it is confirmed that students with blindness have clear and evident perception of who is popular and dismissed in their peer group, despite belonging to groups with lower visibility. Regarding the competence perceived by students with blindness, the results indicate that the level of acceptance by the peer group seems to have no influence on the different factors of self-concept.
Self-concept and social interactions in blindness have been the subject of few studies over the years. The experience of approaching self-concept and social interactions in blindness is an attempt to clarify the building process of a social group that still lacks recognition. Thus, this research aims to assess how blindness affects the self-concept of children/young people, to verify how they establish their social relationships and to find out the level of acceptance by their peer group by checking the number of times the student with blindness is preferred and rejected, decoding their sociometric status and linking self-concept to popularity. The sample consists of 6 students with blindness, aged between 14 and 18, attending the 8th, 10th and 11th years in public schools from the center of the country. To achieve these goals, we have applied two instruments: Piers-Harris Children´s Self-Concept Scale (portuguese version) and a sociometric test given to students in classes where students with blindness are included, as well as to the blind ones. It is concluded that the test sample shows a normal average for both factors of self-concept. After the different statuses have been analyzed and identified, it turns out that 4 students belong to the neglected status and two students present the rejected status. Based on the results obtained, it is confirmed that students with blindness have clear and evident perception of who is popular and dismissed in their peer group, despite belonging to groups with lower visibility. Regarding the competence perceived by students with blindness, the results indicate that the level of acceptance by the peer group seems to have no influence on the different factors of self-concept.
Description
Keywords
Cegueira Autoconceito Interações sociais Sociometria Grupo de pares Blindness Self-concept Social interactions Sociometry Peer group