Título:
Las representaciones sociales de las y los psicomotricistas acerca de niñas y niños con discapacidad
Otros títulos:
Coordinador:
Director:
Compilador:
Autor:
Alonso Chabalgoity, Lucía
Tutor:
Pena, Lucía de
Tipo de documento:
Tesis de maestría
Editor:
Palabras clave:
Niñas y niños con discapacidad
Modelo social de la discapacidad
Psicomotricidad
Representaciones sociales
Children with disabilities
Social model of disability
Psychomotor therapy
Social representations
Modelo social de la discapacidad
Psicomotricidad
Representaciones sociales
Children with disabilities
Social model of disability
Psychomotor therapy
Social representations
Descriptores:
PSICOLOGIA SOCIAL
DERECHOS DEL NIÑO
INFANCIA
DISCAPACITADOS
INCLUSION SOCIAL
DERECHOS DEL NIÑO
INFANCIA
DISCAPACITADOS
INCLUSION SOCIAL
Año de publicación:
2025
Contenido:
Resumen:
La investigación tuvo como objetivo general analizar las representaciones sociales de las y los psicomotricistas acerca de niñas y niños con discapacidad, desde el enfoque procesual, el cual permite comprender dichas representaciones como construcciones dinámicas y contextuales. Acercarnos a las representaciones sociales de las y los psicomotricistas, como profesionales que acompañan el proceso de construcción del funcionamiento psicomotor de niñas y niños con discapacidad, permite conocer parte del entramado complejo que sostiene sus discursos y prácticas como colectivo profesional. Comprender los determinantes del desarrollo humano en general, y de niños y niñas en particular, contribuye a reconocer que la discapacidad es un fenómeno complejo que trasciende los atributos individuales y se constituye como el resultado de un conjunto de condiciones situadas en el contexto social. Para su abordaje, se definió un enfoque cualitativo de tipo exploratorio–explicativo. Los sujetos de investigación fueron psicomotricistas con tres años o más de experiencia laboral en la atención de niñas y niños con discapacidad. El objeto de estudio se centró en las representaciones sociales de dichos profesionales, desde su enfoque procesual. La recolección de datos se realizó mediante la combinación de técnicas interrogativas: entrevistas semiestructuradas (10 participantes) y dos grupos de discusión (9 participantes en total). El trabajo de campo se desarrolló entre julio y setiembre de 2023 en una primera etapa, y en marzo de 2025 en una segunda instancia. Los datos fueron analizados mediante el procedimiento de análisis de contenido (De Souza, 2007). Los principales resultados identifican una fuerte presencia del modelo rehabilitador en los discursos y prácticas de las y los psicomotricistas en relación con niñas y niños con discapacidad. Los discursos reflejan un momento de transición en la comprensión de la discapacidad en la infancia, marcado por el paso hacia una mirada social que trascienda el foco individual y se oriente hacia los determinantes contextuales. En este marco, la noción de desarrollo continúa ocupando un lugar central, situando a la discapacidad como una condición que requiere ser reparada. La perspectiva de derechos humanos aún no ocupa un lugar central en la comprensión de la discapacidad. En algunos casos se observa desconocimiento y, en otros, escasa familiaridad con los marcos normativos nacionales e internacionales que promueven y protegen los derechos de niñas y niños, particularmente de aquellos con discapacidad. Asimismo, persiste cierta dificultad para reconocer al Estado como garante corresponsable del cumplimiento de los derechos, manteniéndose una tendencia a atribuir su cumplimiento de manera exclusiva al ámbito familiar. En conclusión, las representaciones sociales de las y los psicomotricistas se anclan en categorías tradicionales asociadas al déficit, que objetivan la discapacidad en imágenes de fragilidad y necesidad de reparación o rehabilitación. Estos anclajes remiten, en su mayoría, a teorías provenientes del área de la salud, lo que refuerza la centralidad de enfoques biomédicos en la práctica profesional.
The general objective of this research was to analyze the social representations of psychomotor therapists regarding children with disabilities, from a processual approach, which allows for understanding these representations as dynamic and contextual constructions. Approaching the social representations of psychomotor therapists, as professionals who accompany the process of constructing the psychomotor functioning of children with disabilities, allows us to understand part of the complex framework that underpins their discourses and practices as a professional collective. Understanding the determinants of human development in general, and of children in particular, contributes to recognizing that disability is a complex phenomenon that transcends individual attributes and is constituted as the result of a set of conditions situated within the social context. For this study, a qualitative, exploratory-explanatory approach was defined. The research subjects were psychomotor therapists with three or more years of work experience in the care of children with disabilities. The object of study focused on the social representations of these professionals, from their processual perspective. Data collection was carried out using a combination of investigative techniques: semi-structured interviews (10 participants) and two focus groups (9 participants in total). Fieldwork was conducted between July and September 2023 in the first phase, and in March 2025 in the second phase. The data were analyzed using content analysis (De Souza, 2007). The main findings identify a strong presence of the rehabilitation model in the discourses and practices of psychomotor therapists in relation to children with disabilities. These discourses reflect a moment of transition in the understanding of disability in childhood, marked by a shift towards a social perspective that transcends the individual focus and is oriented towards contextual determinants. Within this framework, the notion of development continues to occupy a central place, positioning disability as a condition that requires repair. The human rights perspective does not yet occupy a central place in the understanding of disability. In some cases, a lack of awareness is observed, and in others, a limited familiarity with the national and international legal frameworks that promote and protect the rights of children, particularly those with disabilities. Likewise, there persists a certain difficulty in recognizing the State as a co-responsible guarantor of the fulfillment of these rights, with a continued tendency to attribute their fulfillment exclusively to the family sphere. In conclusion, the social representations of psychomotor therapists are anchored in traditional categories associated with deficit, which objectify disability in images of fragility and the need for repair or rehabilitation. These anchors mostly stem from theories originating in the health field, which reinforces the centrality of biomedical approaches in professional practice.
The general objective of this research was to analyze the social representations of psychomotor therapists regarding children with disabilities, from a processual approach, which allows for understanding these representations as dynamic and contextual constructions. Approaching the social representations of psychomotor therapists, as professionals who accompany the process of constructing the psychomotor functioning of children with disabilities, allows us to understand part of the complex framework that underpins their discourses and practices as a professional collective. Understanding the determinants of human development in general, and of children in particular, contributes to recognizing that disability is a complex phenomenon that transcends individual attributes and is constituted as the result of a set of conditions situated within the social context. For this study, a qualitative, exploratory-explanatory approach was defined. The research subjects were psychomotor therapists with three or more years of work experience in the care of children with disabilities. The object of study focused on the social representations of these professionals, from their processual perspective. Data collection was carried out using a combination of investigative techniques: semi-structured interviews (10 participants) and two focus groups (9 participants in total). Fieldwork was conducted between July and September 2023 in the first phase, and in March 2025 in the second phase. The data were analyzed using content analysis (De Souza, 2007). The main findings identify a strong presence of the rehabilitation model in the discourses and practices of psychomotor therapists in relation to children with disabilities. These discourses reflect a moment of transition in the understanding of disability in childhood, marked by a shift towards a social perspective that transcends the individual focus and is oriented towards contextual determinants. Within this framework, the notion of development continues to occupy a central place, positioning disability as a condition that requires repair. The human rights perspective does not yet occupy a central place in the understanding of disability. In some cases, a lack of awareness is observed, and in others, a limited familiarity with the national and international legal frameworks that promote and protect the rights of children, particularly those with disabilities. Likewise, there persists a certain difficulty in recognizing the State as a co-responsible guarantor of the fulfillment of these rights, with a continued tendency to attribute their fulfillment exclusively to the family sphere. In conclusion, the social representations of psychomotor therapists are anchored in traditional categories associated with deficit, which objectify disability in images of fragility and the need for repair or rehabilitation. These anchors mostly stem from theories originating in the health field, which reinforces the centrality of biomedical approaches in professional practice.
Descripción:
Editorial:
Udelar. FP
EN:
Financiadores:
Citación:
Alonso Chabalgoity, L. Las representaciones sociales de las y los psicomotricistas acerca de niñas y niños con discapacidad [En línea] Tesis de maestría. Universidad de la República (Uruguay). Facultad de Psicología. Montevideo: Udelar. FP, 2025.
Citación:
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URI:
https://hdl.handle.net/20.500.12008/56863
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Título Obtenido:
Especialista en Derechos e Infancia y Políticas Públicas
Facultad o Servicio que otorga el Título:
Universidad de la República (Uruguay). Facultad de Psicología
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Atribución/Reconocimiento-NoComercial-SinDerivados 4.0 Internacional
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| Ficheros | Descripción | Tamaño | Formato | ||
|---|---|---|---|---|---|
| TM_Chabalgoity_Alonso.pdf | — | 1.57 MB | Adobe PDF |
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Excepto donde se indique lo contrario, la licencia de este ítem se describe como Atribución/Reconocimiento-NoComercial-SinDerivados 4.0 Internacional