Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE)

• Ano de defesa: 2012
• Autor(a) principal: Gomes, Ana Elizabeth Gondim
• Orientador(a): Mazzotta, Marcos José da Silveira
• Banca de defesa: Bueno, José Geraldo Silveira , Rodrigues, Graciele Massoli , Assis, Silvana Maria Blascovi de , Carvalho, Sueli Galego de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: alunos com deficiência; escola pública; inclusão escolar; necessidades educacionais especiais; professores de educação física
• Palavras-chave em Inglês: students with disabilities; public school; scholar inclusion; special educational needs; physical Education teachers
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24521

The Physical Education course is of fundamental importance to the development of children and teenagers. The Brazilian educational policy has been guided by the principle of scholar inclusion or inclusive education, comprising all diversity of students, particularly in public schools. Among these students are also those who have disability and special educational needs. With this research one tried to analyze how the inclusion process of students with disabilities has been happening in Physical Education classes according to teachers, as well as to identify main needs of teachers for the development of a satisfactory job regarding inclusion of students with physical, visual, hearing, intellectual or multiple disability. Therefore, a research was done in four out of the six Regional Boards of Fortaleza (CE), encompassing 88 Physical Education teachers who had a student with some of these deficiencies. Qualitative and quantitative approaches were used, in which a questionnaire with open and closed questions answered by all teachers, as well as semi-structured interviews with 10% of participants, were used as data collection instruments. The results indicated important factors related to the inclusion process of students with disabilities, such as: the highest number of teachers, 33% of teachers, had moderate knowledge about their student's disability; 40.9% found moderate the participation of parents or responsible in daily scholar life of students with disabilities; 42% receive much support from the school in carrying out their educational activities and are completely concerned with the peculiarities of their students with disabilities; 39.8% respect their limits and difficulties and evaluate as moderate the participation of students in their classes. One concludes that the type of disability and the degree of limitation are directly proportional to the level of participation in class and that the excitement and creativity of teachers, the school structure and parental support are significant for a successful scholar inclusion. One believes that the results obtained may subsidize important decisions from the Municipal Secretariat of Education of Fortaleza, as well as from teachers, parents, relatives and students.