Abstract

GOMES, Ruthie Bonan  and  LHULLIER, Cristina. Social representations of intellectual disability between psychology and education. Psicol. educ. [online]. 2017, n.44, pp.93-102. ISSN 1414-6975.  https://doi.org/10.5935/2175-3520.20170009.

Scientific papers are regarded as documents that not only present research data, but also help build new knowledge. Said research data is intertwined by discourses, the raw material of social representations. This paper's focus, intellectual disability, may then be seen both as a scientific concept and as a discursive production. Therefore, intellectual disability can be investigated through the theoretical perspective of social representations. This paper aims to describe the social representation of intellectual disability that emerges from papers published in psychology journals. A qualitative, descriptive and exploratory design was used. Data was collected from papers published between 2005 and 2014 and hosted in Biblioteca Virtual em Saúde (BVS-PSI). The keywords searched were "intellectual disability" and "psychology." A total of 63 papers was found, 11 of which were selected for further analysis by idea association technique. The results present a normative perception of people with disabilities, influenced by an organicist view of disability. These conceptions are expressed in the education and labor contexts. The authors of the papers analyzed use a socio historical theoretical framework to criticize the normative perspective. There is a tension between practice and research in the domains of disability studies.

Keywords : social representations; intellectual disability; psychology; education; scientific production.

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