STEREOTYPES AND TEACHER JUDGMENT: THE INFLUENCE OF ABLEISM ON THE ASSESSMENT OF SCHOOL ABILITY

Abstract

This study investigates how basic education educators perceive the ability of individuals with and without disabilities to carry out school activities, including cases of obesity, ethnicity, gender, and zoomorphic representations. The research is based on the theoretical frameworks of Soares (2017), Silva (2010), and Bhabha (2013), discussing how ableism, racial stereotypes, and lack of knowledge about disabilities influence teachers’ perceptions. The methodology consisted of applying questionnaires with images representing different profiles. The results show high agreement (between 97% and 99%) regarding the ability of individuals without disabilities, regardless of race or gender. However, significant divergences arise when it comes to individuals with disabilities. The most discrepant case is that of a woman with microcephaly, whose ability was recognized by only 67% of teachers, while 14% disagreed. The highest rate of indecision (19%) was also recorded in this case, suggesting a lack of knowledge and the influence of the biomedical model. Regarding animals used as symbolic representations (zoomorphization), 76% of respondents denied intellectual or physical ability for school activities, revealing anthropocentric and ableist views. On the other hand, obesity was not perceived as a relevant impediment, with 92% of teachers recognizing the ability of the obese youth. It is concluded that, although inclusive attitudes prevail, there is still the presence of subtle prejudices and lack of knowledge that can limit more equitable pedagogical practices.