A atuação do professor de educação física em relação à inclusão escolar de alunos com transtorno do espectro autista (TEA)

Abstract

The present work aims to analyze the pedagogical strategies used by the Physical Education teacher to promote the school inclusion of the student with ASD in the proposed activities. The methodology used was qualitative and carried out as a case study. For data collection, semistructured interviews and observations of practical classes were used. We use content analysis for data analysis. The results of the semi-structured interview were divided into three themes: 1) Experience in Teaching Physical Education for students with ASD; 2) Pedagogical practice and teaching strategies; and 3) Teacher's perception regarding the inclusion proposal. And the classes were observed from three points, they were: Materials used; Student participation; and Student interaction with TEA with other students. From the semi-structured interview and the observations of the classes, it was possible to verify that the Physical Education teacher has difficulties in using pedagogical resources, and that he does not make effective adaptations in the method as he teaches to promote the inclusion of the student with ASD, despite always seek that the student actively participates in all activities of the school Physical Education class.