Processo de inclusão de alunos com deficiência nas aulas de educação física escolar numa escola estadual de Alagoas

Abstract

The process of inclusion in Physical Education classes presents contradictory aspects, advances and limitations, which need to be overcome. It is immersed in the context in which this component is based on sportsmanship, in the criticism of this model and the unfolding of these two moments in school and the struggle for the rights of people with disabilities. The objective of this dissertation is to analyze the process of inclusion of students with disabilities in School Physical Education classes in a public school in the state of Alagoas, considering the material conditions and the practice of teachers. Based on these results, educational materials are proposed that support the teacher's work in an inclusive perspective. Qualitative research was used and the audience was the Physical Education teachers of the researched school. Semi-structured interviews were used as an instrument for data collection, and thematic analysis was used for data analysis, with two themes related to Physical Education classes: 1) the material conditions for the teaching work from the perspective of the inclusion of PAEE students, such as the didactic resources used and the school infrastructure; and 2) teaching practice from the perspective of inclusion, related to planning, teaching strategies, collaborative work with other professionals. The results and discussions point to the precarious material conditions for the inclusive process due to the absence and/or insufficiency of didactic resources and structure that put at risk not only the health of students, but also learning about bodily practices at school. In addition, the teaching practice is crossed by difficulties to include students due to the need for continuing education, collaborative work with other professionals in the institution, the number of students and the lack of time for planning. In this challenging context, the search for inclusion manifested in the planning, in the teaching strategies adopted and in the positioning regarding student participation in classes was identified as an element of advancement. Based on the research, an educational product was developed on the Universal Design for Learning (UDL) as a proposal to support the work of teachers in the area. Conditions are necessary for the effectiveness of the inclusive process, such as teacher training, adequate and sufficient resources, safe infrastructure, and part of public policies. That more research can point out the conditions on teacher engagement in inclusion and curricular proposals for advancing towards the inclusive process.