As redes colaborativas no processo de formação docente para uma Educação Física Inclusiva

• Ano de defesa: 2023
• Autor(a) principal: Silva, Hudday Mendes da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Educação Física; Inclusão; Formação docente; Pensamentos complexos; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/54883

Teacher training involves different aspects, such as updating knowledge, reflecting on pedagogical practices, and seeking new approaches. This training, by promoting critical reflection and the ability to deal with complex situations, helps Physical Education teachers to plan and develop inclusive practices. Thinking in a complex way implies considering the multiple dimensions present in Physical Education and inclusion. It means going beyond a simplistic and fragmented view and understanding the interconnections between the physical, cognitive, emotional, and social aspects of individuals. In this context, continuous education becomes essential for Physical Education teachers to acquire updated knowledge about inclusion, developing appropriate pedagogical skills, and being prepared to deal with the diversity of their students, promoting a more comprehensive, equitable, and inclusive education where all students can fully enjoy the benefits of Physical Education. For this purpose, the construction of six articles was proposed. The first objective (article 01) was to develop a narrative review on Inclusive School Physical Education through complex thinking. Based on this analysis, we were able to present a perspective on how complex thinking can contribute to the pedagogical praxis of Physical Education professionals through a holistic practice, understanding the relationships between different subjects involved to promote the inclusion and participation of students with disabilities in School Physical Education. The article also presented the main concepts that permeate the theme and some documents that have been proposed over time to contribute to the construction of the School Physical Education curriculum, not explicitly addressing important aspects of the inclusion process for students with disabilities in regular education. The second objective (article 02) aimed to develop a bibliographic review, a theoretical study, through teacher training in inclusive Physical Education based on complex thinking. The findings of this article allowed us to reflect on complex thinking as a guiding theory for the construction of an expanded training when thinking about inclusion and School Physical Education. This process happened through a theoretical study about a new way of thinking about education, pointing out the need for a scientific thinking, based on complexity, not allowing the separation of being/reality, subject/object, educator/educand, objectivity/subjectivity, culture/subject/society. In article 03, the objective was to build and validate a questionnaire to investigate inclusion in School Physical Education. In this research, we constructed and validated the Questionnaire for Investigation on Inclusion in School Physical Education (QUIIEFE), and this validation process was carried out through the analysis of judges. Based on the content validity coefficient, we established a reference value equal to 0.95, considered above the reference values, thus validating the instrument for its purpose. In article 04, the objective was to build teacher training in Inclusive Physical Education from complex networks. Through network analysis, it was possible to indicate 5 subcategories: structural difficulties, training, planning, pedagogical, and school difficulties. The analyses established factors of greater influence in the network, such as the planning of theoretical and practical classes, specific knowledge, capacitisms, family and multi-professional relationships. Based on the findings, it was possible to establish the variables of greater influence and, with that, intervene through continuous education, building workshops, mini-courses, lectures, and/or events, generating modifications in the network and thus contributing to better inclusion of students with disabilities in Physical Education classes. In the fifth objective (article 05), the research aimed to discuss the relationship between School Physical Education, inclusion, and teacher training from the perspective of Physical Education teachers from the Municipal Education Department of Juazeiro do Norte-CE. The results showed that during continuous education, the teachers discussed the relationship between School Physical Education, inclusion, and teacher training. Participation in activities involving the construction of materials and experiences with adapted and Paralympic sports revealed new opportunities to make use of available spaces and resources in schools. During lectures and roundtable discussions, the teachers were encouraged to reflect on their role, inspiring them to see students based on their abilities rather than their limitations. These moments also allowed reflection on the individual capacities and potentialities of the teachers. In the sixth and final objective (article 06), the research analyzed the reports of Physical Education teachers in the basic education network in the municipality of Juazeiro do Norte-CE regarding the contribution of continuous education in inclusive Physical Education to their pedagogical praxis. The results pointed to significant changes in the teachers' practice, especially in lesson planning and making adaptations without relying solely on material resources to promote the inclusion of students with disabilities, adapting the Physical Education curriculum with modifications in its contents, as well as promoting connections among colleagues, enriching pedagogical practice and expanding the possibilities for the application of inclusive activities. In this way, this study, from the perspective of the teachers, highlights the importance of continuous education to further improve the educational process of Physical Education teachers, especially regarding the inclusion of students with disabilities. The conclusions of the thesis suggest a new perspective on thinking about continuous education in Inclusive Physical Education, how to understand the inclusive process within the school context concerning the curricular component of Physical Education and the pedagogical praxis of teachers in ensuring the inclusion of students with disabilities. Based on complex thinking and network analysis as a way to measure and understand the environment in which students with disabilities and teachers are inserted, we offer an original contribution to the field of Inclusive Education and teacher training.