A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades

• Ano de defesa: 2022
• Autor(a) principal: Honda, Michele Cristina Figueiredo de Souza
• Orientador(a): Silva, Alcir Horácio da
• Banca de defesa: Silva, Alcir Horácio da, Pimentel, Fernanda Cruvinel, Reis, Marlene Barbosa de Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Educação Física; Inclusão; Desafios; Possibilidades
• Palavras-chave em Inglês: Physical Education; Inclusion; Challenges; Possibilities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12241

The research was developed in the Post-Graduate Program of the Master's Degree in Teaching in Basic Education at CEPAE/UFG, and aimed to analyze the challenges of the Physical Education teacher, in Basic Education, to work with students with special needs in their classes and the possibilities of dealing with differences. The study took place in a state teaching institution in the city of Inhumas-Go, in elementary school classes II (6th, 7th and 8th grades) with their respective teacher. Through the problem established about the difficulties, we start from the assumption that there is a lack of public policies for training these professionals, lack of materials for the teacher to use in classes, and places that are not suitable for classes. Faced with this problem, we ask: Is the Physical Education teacher, from Basic Education, able to work in the school in a way that includes everyone in his classes? What possibilities does the Physical Education teacher have to carry out a teaching with equity? In the search to understand these questions, surveys were made through: questionnaire, interview and observations of the teacher's classes through a Field Diary, where the results were analyzed through the technique of content analysis. The study is characterized by a qualitative approach, with a case study through non-participant observation, based on Marconi and Lakatos (2002). The theoretical foundation was based on studies by: Collective of authors (1992), Soares (1994; 1996), Castellani Filho (1995), Oliveira (1994), Mantoan (2015), Cataldi (2013), Silva (2011), Mendes (2006), Libâneo (2018), Charlot (2013) and others. For the results of the content analysis, we used ideas from Bardin (2012). The research results pointed out several difficulties encountered during the observations, mainly due to being in a period of pandemic, intensified during classes with the lack of internet, continued teacher training in the area of inclusion, adequate material to attend classes (smartphone, computer) and materials for Physical Education classes. On the other hand, one of the possibilities found for the teacher to have support in their classes was through collaborative teaching, a partnership between the common school teacher and the special education teacher. It is concluded, therefore, that public policies that provide actions that meet the needs of the Physical Education teacher in the classroom are essential to serve all students with equity. Therefore, as a contribution to the study, the educational product developed during the Professional Master's Stricto Sensu of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás stands out. (UFG) entitled “The use of BLOG-IN as a factor of interaction between Physical Education and inclusion”, we elaborated and created a Blog (Blog-IN) that is open to discussions and the exchange of information.