Educação Física: prática inclusiva de alunos com deficiência física em escolas regulares municipais no Rio de Janeiro

Abstract

Given the inclusive look of Brazilian legislation, the number of students with physical disabilities enrolled in common classes of regular municipal schools has been increasing. Its school insertion should occur through adaptations and accessibility provision. However, the educational environment is often defined by the lack of these aspects that facilitate inclusion and consequently the reception of such students is carried out through the principle of integration. Therefore, the aim of this study was to discuss how the interventional process of inclusion of students with physical disabilities, from the first segment of elementary school, in physical education (FHS) classes in regular municipal schools in Rio de Janeiro, takes place. This dissertation is descriptive, exploratory and qualitative in nature and is divided into three articles. Article 1 aimed to identify, through a systematic review, how the inclusive process of students with disabilities in FH classes in regular Brazilian public schools takes place. We noticed that teachers and the school community face difficulties related to precarious teacher education, little interpersonal interaction and minimal architectural, instrumental and methodological accessibility. The inclusive process, despite the passes, is under development. From Article 1, the other articles were prepared. In Article 2, we identified the theoretical perspective of Physical Education teachers specialists of the IHA, on the process of inclusion of students with physical disabilities, in FH classes in regular schools of the municipal network of Rio de Janeiro. A semi-structured interview of the guided type was conducted and the results were classified into three categories through content analysis: inclusive effectiveness, school support and teacher training. It is concluded that experts are not so far from the inclusive school reality and although they are aware that not all schools have accessibility, they demonstrate an optimistic view of the inclusive process. In Article 3, we identified the intervention and inclusive perception of FH teachers, together with students with physical disabilities, in the regular schools of the municipality in Rio de Janeiro. For this, we conducted a semi-structured interview of the guided type and six consecutive classes of these teachers were observed, through a systematic observation, documented through a field diary. The results were classified into three categories, through content analysis: inclusive perception, teacher training, inclusive intervention. It is concluded that the inclusive process is ongoing and for school FH teachers to feel more trained and teach their classes based on an inclusive methodology, it should be invested in teacher training and to provide school support in order to welcome including the student with physical disabilities. In view of this, more disciplines and content is needed during the training of the FH teacher, offering training courses more accessible to these professionals and schools must structure themselves and adapt to meet students with physical disabilities. Thus, we hope that the contributions discussed here can contribute to the advancement of knowledge in relation to knowing and recognizing the possibilities of enhancing the inclusion of students with disabilities from the municipal school system