Educação física, infância e inclusão: aproximações à prática docente

Abstract

This dissertation of Master Course intends to contribute to the present inclusive discussion in the regular teaching with students with disabilities, especially dealing with the curricular subject of Physical Education (PE), and its pedagogical practice in the school age. The research had as objective, to analyse the PE teachers‟ teaching practices in the first school years of the elementary school of a municipal department of public education, trying to understand how these teachers had developed inclusive practices. And in a more specific way, trying to put on evidence the different possibilities created to work with students in the situation of inclusion, aiming to verify how the PE teachers are noticing the process of inclusion and also identifying what point as facilitators to the practice with these students. Besides that, I searched to present aspects of an educational system facing the process of inclusion, trying to create reflections about the possibilities of pedagogical practices that serve the necessities of inclusive education. This study constitutes in an investigation of qualitative nature and to collect data, it was used interviews with three PE teachers and also observations of their teaching practices. The study based in the discussions and reflections that are occurring in order to the inclusion becomes effective in the regular teaching system, starting from a proposition which sends to a pedagogical differentiation, aiming to deal with the educational service of all students. With a theoretical base, I used the national political to the inclusive education and some authors that approach the inclusive process, like David Rodrigues, Hugo Beyer and Rosita Carvalho. The analysis of content of the data produced results, which suggest questions related to the pedagogical practice and to the process of inclusion. In this aspect, I highlighted the collaborative working between teachers, and the bidocência, term used to the concomitant action of two teachers in the same class group. This research allowed the admission in the school spaces and, consequently, it was possible to realize that these schools were organizing themselves in front of the situations of inclusion that they are facing. They have rooms of resources and their spaces are being adapted. There is still the necessity of a bigger accessibility and the pedagogical organization presents weak points that need to be re-thought. In front of the questions made during the interviews, the teachers didn‟t show opposing opinions to the inclusion, however, they explained their worries related to this matter. They understand that the FE can be a facilitator in these processes and they highlight different aspects, like the professional formation , the number of students in the class rooms, support to achieve the objectives in the teaching practice, besides others worked along the discussion of this dissertation. Related to the organization of the teaching practice to the classes of FE, there is no specific organization: the students participate according to the working proposition to the class and the activities are not thought of adapted or individual way, occurring variations according to the necessities of the student in situation of inclusion. Like this, I tried to emphasize the responsibility of FE subject in the development of the student, like a working space in the formation of responsible citizens, with a highlight to the action of the professional of this area in the first school years of the primary education.