Inclusão nas aulas de educação física: reflexões a partir da prática pedagógica de um professor iniciante.

Abstract

The thematic of this dissertation is all about inclusion in Physical Education class. To develop from methodological pint of view regarding in principles of action-research are performed reflexions about pedagogic practice of initiate teacher. The empirical field is formed for the set of pedagogical practices in Physical Education that was developed a long of a school year in four class of final years grades of basic education of municipal system inland of Rio Grande do Sul. The practice registry was documented for written of a field diary, in their was describe elements of developed practice, especially those that was organize whit the intention of promote inclusive class in school. To situate the discussion of inclusion thematic in school context the positioning and conception of teachers are research with the application of two questionnaires. The reflexion about pedagogical practice was performed in a articulated form whit condition of being a initiated teacher grounded in studies about docent life cycle. The conceptual discussion of inclusion, insertion and integration sustain the analyzes process of school teachers conception and their developed practice. The research shows that the construction process of inclusive class in Physical Education demands the continues movement of reflexion and reorganization of practices and proposals activities, especially to guaranty a for all education. In this process, challenges, errors, rights and tries are aspects that characterize the docent action of initiated teachers to achieve inclusive class.