A prática pedagógica de uma professora de educação física nas linhas da educação inclusiva: desenhando as ideias do pensamento complexo e transdisciplinar

Abstract

Talking about inclusion of students with disabilities is to highlight one of the crucial points of the inclusive education policy, it understands that education is everyone's right and that includes students with or without fisical disabilities. We emphasize that these individuals need to have the guarantee of the right to access, as well as the promotion of learning, legitimizing them as citizens. A inclusive school is a space where all students, without exception, are considered and accepted regardless of color, gender, origin, religion, gender, financial status, intellectual ability, social class, special educational need or disability. This research started from the interest to discuss how the pedagogical practices in Physical Education concerning the complex and transdisciplinary thinking contribute to the inclusion of students with disabilities? In this sense, we emphasize that inclusion happens when these students become much more than a numerical count, going beyond their physical presence, what garantee their rights consolidated ranging from access, permanence and quality schooling. This research shows new possibilities regarding the inclusion in the area of education and more precisely in school Physical Education, using complex and transdisciplinary thinking as a basis for discovering new ways of seeing and understanding the inclusion in Physical Education classes. We adopted the qualitative approach, using the narrative research. The following conclusion was reached: complex and transdisciplinary thinking were fundamental in the resignification of inclusive practices in the field of Physical Education. They allowed the emergence of new possibilities of action, facing the diversity collaborating for school inclusion of students with fisical disabilities. So we found in cooperative games a possible way to reach the inclusion of all students. These games allowed us to do a formative work without discrimination, because in a cooperative practice we believe there is no right or wrong acts, there are different ways of being and acting.