Resumo

AMARAL, Mateus Henrique do  e  MONTEIRO, Maria Inês Bacellar. Analysis of Cinematographic Works to Understand Teachers’ Conceptions of Students with Disabilities. Rev. bras. educ. espec. [online]. 2016, vol.22, n.4, pp.511-526. ISSN 1980-5470.  https://doi.org/10.1590/s1413-65382216000400004.

The movement to include students with disabilities in basic education faces difficulties of implementation, especially due to the block teachers have with these learners in their classroom, fact that derives especially from the negative conceptions of disabilities that mediate education relations and interfere with the inclusion process. These notions are historically constructed and strengthened by major social communication media. Starting from the idea that today movies are configured as one of the main behavior disseminators, this study aims to reflect on the relations between the representations of people with disabilities and the conceptions that mediate the interactions between teachers and their students. Thus, recent movies focused on the theme disabilities were collected, the results were organized in graphics with quantitative variables and these data were related to studies about movies and disabilities and considerations of the historical and cultural perspective, which allow to argue that social relations influence the personal constitution of the individuals. We found 250 films and verified that the most common current representation is of personal dramatization. The analysis of the cinematographic works allowed to identify that the conceptions of limitation teachers have about their students with disabilities are part of a social imagery that has been portrayed and reiterated, also, by movies. It is possible to propose discussions with teachers on how the person with disability is portrayed: only for their disability and not for their qualities. This socially stigmatised idea, in general, prevents teachers from exploring their potentials.

Palavras-chave : Special Education; Movies; Disability.

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