A inclusão de alunos com deficiência nas aulas de educação física : um estudo de caso sobre o conhecimento e a prática dos educadores de um centro de ensino em período integral (CEPI) da cidade de São Luís de Montes Belos Goiás

Abstract

The general objective of this work is to analyze the knowledge of Physical Education teachers regarding the inclusion of students with disabilities in their classes at the State Center for Full- Time Teaching, located in the municipality of São Luís de Montes Belos, state of Goiás. This institution was the first to adhere to full-time teaching due to its physical structure and its time in the city; and, for these reasons, was chosen to carry out this research. The research had the participation of 3 (three) professionals, two of them being Physical Education teachers, who were chosen for working with the students on a daily basis, and a pedagogical coordinator of a specific area. For the development of the research, qualitative research was used, considering that this approach provides a dialogical relationship between the researcher and the participant. That said, the research was developed from the following problematizing question: what is the knowledge of Physical Education teachers and the pedagogical coordinator of a specific area about the inclusion of students with disabilities in their classes? With this, we investigated the knowledge and teaching practices of these professionals in the face of educational inclusion. Based on qualitative studies, we opted for approximations with studies in the field of phenomenology when dealing with descriptive and exploratory research processes. Authors who discuss inclusive education were used, such as: Sassaki (1997), Mantoan (1997; 2003), Mittler (2003) and Reis, (2013; 2016). With regard to the concept of inclusion in Physical Education classes, Rodrigues (2003; 2017), Chicon (2008; 2013), Darido (2001; 2008), among others who address the theme, were used. To carry out the treatment and analysis of the data, content analysis based on Bardin (2004) was used. In view of the data obtained through interviews with a semi-structured questionnaire applied to the participants of this research, some factors that hinder the inclusion of students with disabilities in Physical Education classes were observed, namely: not acting outside the specific area of professional training; the professional does not have a degree in Physical Education; lack of continuing education in courses on school inclusion; the absence of the family of students with disabilities at school.