A MOTIVAÇÃO SOCIAL NAS INTERAÇÕES ESCOLARES E O DESENVOLVIMENTO DE CRIANÇAS SURDAS
SOCIAL MOTIVATION IN SCHOOL INTERACTIONS AND THE DEVELOPMENT OF DEAF CHILDREN
Liana Salmeron Botelho De PAULA; Maria Cláudia Santos Lopes de OLIVEIRA
ABSTRACT: social inclusion and quality in education represent main focus of interest in educational research nowadays. It’s fundamental that studies on that are implemented. Social motivation represents the set of patterns of interaction that defines concrete social transactions, being cooperation, competition and individualism the most frequent patterns.This work presents the results of an empirical study about social motivation among deaf children that were simultaneously exposed to the environment of special and regular education. Techniques of qualitative and interpretative analysis were adopted to identify and comprehend patterns of social motivation expressed in the interactive turns developed in both contexts. Within regular school, competitive social patterns dominated in deaf/hearing children interaction while cooperative ones prevailed among deaf children in-between social changes. In special school, differently, competitive patterns had high frequency. In both contexts, the quality of mediating tools used by teachers was defined by the patterns of social interacion prevalent. Such results are important data to be considered in order to improve the comprehension of the dynamics of educational inclusion of deaf children.
KEYWORDS: social motivation; education of deaf children; inclusive education.
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