Proposta didático-pedagógica para a intervenção de professores de Educação Física escolar sob uma perspectiva inclusiva

Abstract

The objective of this thesis was to present didactic-pedagogical proposals for the intervention of school Physical Education teachers from an inclusive perspective, considering the debate on the curriculum of higher education in Physical Education (PE) undergraduate courses; the Social Representations (SR) in relation to people with disabilities and their school inclusion, of undergraduate students and teachers of this course from Public Universities in Rio de Janeiro and of PE teachers and students with and without disabilities in basic education; and the inclusive school process of people with disabilities and training for inclusive work for undergraduate students and teachers. This research is descriptive, exploratory and qualitative in nature. Its theoretical framework is the Theory of Social Representations. It is divided into four interrelated studies, moving from a macro perspective (identification of the thematic incidence on the school inclusion of people with disabilities in Physical Education undergraduate courses at Federal Universities located in the capitals of Brazilian states), to a meso scenario (i. analysis of the training process for inclusive work of undergraduate students in Physical Education undergraduate courses at public universities in Rio de Janeiro and identification of the social representations of undergraduates and teachers about people with disabilities and their school inclusion; ii. analysis of the inclusive school process of people with disabilities and identification of the social representations of PE teachers and students with and without disabilities about people with disabilities and their inclusion) and concluding with a micro view (implementation of inclusive interventions during PE classes in a regular private school in Rio de Janeiro). After conducting the studies, it was concluded that despite the curricular reform process undergone by Brazilian federal universities, with the inclusion of subjects and content focused on the inclusive process of people with disabilities, aspects were identified that lead to precarious inclusive training, directly affecting the attitudes, methodologies, social responsibility, and reception of students with disabilities in the school environment. Furthermore, it was seen that inclusive planning and thinking are fundamental for the effective inclusion of people with disabilities in Physical Education classes. In this sense, it is recommended that teacher training include more specific mandatory subjects, inclusive discussion throughout the entire Physical Education degree course, and an increase in practical experiences. For teaching practice, it is suggested to apply the DCC model in planning, use the CIM model in evaluation, and promote activities that value differences. For future studies, it is recommended to discuss and analyze other dimensions of the curriculum, teaching modalities, types of schools, and to expand the number of participants