Resumo

MARIO JARAMILLO, Jorge; LORENA TAVERA, Adriana  e  VELANDIA ORTIZ, Alexandra. Teachers‘ perceptions about children behavior with high levels of social inclusion and exclusion within their school group. Diversitas [online]. 2008, vol.4, n.2, pp. 319-330. ISSN 1794-9998.

Perceptions of teachers from 20 school groups with regards to the behavior of children with high levels of social inclusion and exclusion were analyzed. These children were chosen from a sample of 539 students of both sexes because they obtained high scores in a sociometric procedure administered to the school group they belonged to. In order to express their perceptions, teachers completed a Classroom Behavior Observation Questionnaire in which they estimated the frequency of several behaviors. In 25 out of 55 questionnaire items, teachers perceived significant differences between included and excluded children‘s behavior. Behaviors in which these differences occurred can be grouped in the categories of emotional control, impulse control, prosocial behavior, sympathy, conflict management and relationship with authority. In each of these behavioral categories, teachers more often attributed behavioral deficits or excesses to children with high levels of exclusion. Results suggest that teachers perceive signifficantly different behavioral profiles in both groups (included and excluded). The question arises about how this perception affects the pedagogical relationship and the social status of children within their school group.

Palavras-chave : Teachers; Perceptions; Behavior; Children; Social inclusion and exclusion.

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