Corpos que falam: os olhares dos docentes e dos alunos surdos acerca da inclusão nas aulas de educação física do ensino médio do IFRN

• Ano de defesa: 2019
• Autor(a) principal: Tabosa, Marcilene França da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Educação Física; Inclusão; Surdez; Ensino Médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/29178

In the present study we treat the inclusion in the educational context – an inclusion that considers educational needs and defends the rights of all students with disabilities/differences to knowledge, with their skills and learning contemplated. Our objective was to analyze the conceptions of teachers and deaf students in relation to inclusion in high school physical education classes at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN). We appropriate as a methodology the qualitative approach and, in an attempt to meet the research purposes, we assume the case study as methodological procedures, as it is a unique and singular case (YIN, 2008) with relevant aspects for the research. We opted to use content analysis for data analysis and in Bardin (2008) and Câmara (2013) we sought our theoretical framework. The results demonstrate that the faculty and students views point to a school context still in an inclusive process, which shows the faculty attempt to include students with disabilities/differences, and of the students to observe these teachers' efforts to include them in classes – consequence of the presence of students with disabilities/differences being more evident today in regular education, which makesteachersrealize the urgency of promoting methodological changes in their classes, adapting to the new context of the institution. From the reflections on the analyzes carried out, we found that teachers conceived their views and their constructions and concepts about inclusion in different ways, since these looks point to the marks of their life stories, experiences, learning and their experiences along the work trajectory as teachers. While the students with deafness in their looks in relation to inclusion, revealed their difficulties in understanding the content, the need for methodological adaptations and the importance of the professional Interpreter in the discipline of Physical Education.