Formação Continuada em Educação Física na perspectiva inclusiva no município de Anchieta/ES: avanços, desafios e possibilidades para atuar com alunos público-alvo da educação especial

• Ano de defesa: 2023
• Autor(a) principal: Silva, Daniel Poubel Matos da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação Física; Centro de Educação Física e Desportos; UFES; Programa de Pós-Graduação em Educação Física
• Palavras-chave em Português: Educação Física; Formação Continuada; Inclusão; subject.br-rjbn
• Link de acesso: http://repositorio.ufes.br/handle/10/16675

The on-screen research aims to establish discussions aimed at critical-collaborative reflection on/in/for the teaching action, in order to understand the challenges and/or advances that permeate the implementation of a continuing education course in Physical Education from an inclusive perspective in the municipality of Anchieta, in Espírito Santo (ES). In the meantime, we sought, through a qualitative, exploratory and descriptive study, based on existential action research (BARBIER, 2002), to know closely the situations that emerge in the investigated context, using sensitive listening and critical-reflective dialogue to outline the formative path, which used the questionnaire, the focus group, the narratives, the existential participant observation and the itinerancy diary as instruments for investigating reality. As we move forward in this trajectory, we identify and understand that the extreme situations that prevent the realization of continuing education courses based on the inclusive perspective are varied and the actions for their effectiveness are minimal. And the unprecedented, perceptible feasibility was shown by the transposition of knowledge developed collectively through continuing education in the inclusive perspective for teaching practice. Being the critical-reflective dialogue and the sensitive listening the strategies effectively coherent with the problematization of the possibilities for the success of this ideal. Finally, the importance of encouraging and suggesting new research in the area of Physical Education, Continuing Education and Inclusion is highlighted, and the importance of promoting training movements in school contexts through action research, so that there is collaboration among the different actors who work there, with possibilities to critically reflect on inclusive actions.