Estressores sociais, apoio social e coping no contexto escolar: repercussões sobre transtornos emocionais de estudantes com deficiência física

Abstract

Discussions about disability from a Human Rights perspective expand the possibilities of analysis for sociological investigation, based on the principles of human dignity and respect for differences, recognizing disability as a product of barriers imposed by society, these being physical, attitudinal and symbolic. that contribute to discrimination, stigma and social exclusion, resulting from inequality. In this sense, knowing that school inclusion is a fundamental right, guaranteed and achieved for all people, several studies have investigated the inclusion of people with disabilities in the school context from different perspectives, thus, we highlight the field of mental health as a indicators to understand the education developed for this audience, as socially rooted barriers may affect the student's mental health and consequently compromise their right to schooling. Therefore, we list the general objective of this thesis as: Understanding how social stressors affect the personal resources and mental health of students with disabilities. The research is descriptive, cross-sectional with a quantitative approach, empirical-analytical and followed the assumptions of the sociological study of the Stress Process and the Model based on Human Rights. Fifty-one students with physical disabilities, enrolled in state schools in the city of Manaus, participated in the investigation. To collect data, we used the following instruments and the analysis followed its guidelines: California Bullying Victimization Scale; School Connection Scale; RSQ-AS Scale; Rosenberg Self-Esteem Scale and the Depression, Anxiety and Stress Scale. To verify the hypothesis listed, a structural equation model (SEM) was used. From the proof of the thesis, we identified that students with physical disabilities, when experiencing restrictions regarding their full participation, arising from social barriers imposed by an exclusionary social environment, this being the school and all the elements that make it up, demonstrated experiencing stressors that compromised their personal and social resources, confirming that these young people showed signs of emotional disorder. However, other important results were found, corroborating the understanding that it is essential to develop an education based on Human Rights, as we consider it a foundation for developing practices of reflection on issues of discrimination, oppression, appreciation of different cultures and differences and also on the violation of rights, so that it results in true social changes.