Programa de formação continuada de professores de educação física para elaboração e aplicação do plano de ensino individualizado

• Ano de defesa: 2022
• Autor(a) principal: Orlando-Bacciotti, Patrícia d'Azeredo
• Orientador(a): Munster, Mey de Abreu Van
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação especial; Educação física; Inclusão escolar; Plano de ensino individualizado; Formação continuada de professores
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/17391

The Individualized Education Plan applied to Physical Education (PE) (IEP-PE) can be a favorable strategy for the implementation of inclusive pedagogical practices in PE classes. However, it is considered important to expand knowledge about IEP-PE and train PE teachers who work with students with disabilities in regular education regarding the elaboration and implementation of this tool, to ensure greater autonomy for these professionals. Therefore, the present research had as general objective to develop and analyze the effects of a continuing education course aimed at the construction, elaboration and implementation of the Individualized Teaching Plan applied to PE, aiming at the process of inclusion of students with disabilities in this context. This is a study with a qualitative approach, characterized as collaborative research. Thirteen PE teachers from a medium-sized city in the northwest region of the state of São Paulo participated in the study (100% of the teachers). Data collection involved the following steps: Step 1) Approaching and establishing a link with the school community; Step 2) Identification/definition of the problem to be solved and Action program planning; Stage 3) Implementation of the program, consisting of Part A, called Continuing Education Course and Part B, consisting of the IEP elaboration meetings; and, Step 4) Program evaluation. The initial form (Steps 1 and 2), observation script (Step 4) and final form (Step 4) were used as data collection instruments. As a form of data treatment, thematic analysis was used. The analysis of the results indicated that, although some gaps related to the participants' initial training were not filled with the continuing education course, the study revealed that the appropriation of information related to students benefited their participation, that communication between teachers of PE and other professionals was increased and that the PEI-EF can be, as long as it is well structured, an indicator for PE planning aimed at the inclusion of students with disabilities. Therefore, the effort directed at the development and analysis of the effects of a continuing education course aimed at the construction, elaboration and application of the Individualized Teaching Plan applied to PE, aiming at the process of including PAEE students in PE classes at regular schools of teaching was extremely relevant, with the achievement of what was aspired to, which was the critical analysis and the participation of teachers in this process, optimizing opportunities for students with disabilities in the inclusion process, since teachers had more autonomy in the elaboration and application of IEP's