Atendimento Educacional Especializado e Educação Física Escolar: possibilidades de parceria colaborativa no processo de inclusão escolar de educandos com deficiência intelectual

Abstract

This research was conducted from the perspective of Inclusive Education, which relies on the understanding that education is a right for all, arguing, among other points, that the education of persons with disabilities should be made possible in a single school, with access conditions and ascension of learning. In this direction, the Educational Service Specialist is one of the proposals to aid school inclusion of students target audience of Special Education. In terms of theoretical framework, the research was conducted from the Socio-Historical Vygotskian approach, since we consider the work of the multideterminações studied phenomenon. Our approach here is intellectual disability, the Specialized Education Services and the School Physical Education, because we understand that there is a substantial need to think about partnerships. In this sense, the teacher's assignment is (a) of the Specialized Education Services to contribute to the removal of barriers to the student in their different learning process. The Physical Education is part of this process of education of the student. Thus, we situate our work as a proposed partnership between professionals from different fields. The research objective was to reflect on teaching practice teacher Physical Education and collaboratively discuss about the partnership between Special Education and Physical Education in function to promote school inclusion of students with intellectual disabilities. To this end, we chose a qualitative research nature. For the production of the data we used semistructured interviews with teachers, the descriptive observation with support in a field diary, documentary research and reflective session autoscopy. Specifically, we count with the participation of a teacher of the ESA and a physical education teacher, both a school of Public Education Network of Maceió / AL, which had four students in his class considered as having an intellectual disability in situations of inclusion . In general, we observed that the teachers involved believed in Inclusive Education. According to them, somehow there was an attempt in school for dialogue and partnership between the two fields of knowledge. However, we did not identify effective ways of partnership, since for the effectiveness of this would require constant dialogue or fortnightly meetings. What was not feasible, given the working conditions at the school context. Even so, the results of this study sparked us optimism for the multiple possibilities of working in a collaborative perspective, while it left us distressed with issues pertaining to the daily school teachers, which, in view of their specific demands and subjective showed no real pedagogical situations complicity. In our reflections, we believe that the definition of the objectives of both the AEE as Physical Education can be defined in a systematic way, considering the experiences and respecting the particularities of each student in the school. Thus, we believe that both can contribute to a realization of the fact Inclusive Education.