Educação Física Escolar: o que dizem os professores e estudantes com deficiência sobre práticas pedagógicas?

Abstract

The object of this research is the pedagogical practices of Physical Education, developed in elementary school in the state network of Ponta Grossa-PR. The research is qualitative, field, exploratory research. The objective of the research was to analyze the pedagogical practices of Physical Education, in the final years of elementary school, in the state network of Ponta Grossa-PR, considering what teachers and students with disabilities say. This thesis argues that, although legislation and educational documents provide support for the inclusion of students with disabilities in the regular education system, many obstacles limit the effective inclusion of blind, deaf and/or physically/neuromotor disabled students in Physical Education classes in elementary school in the state school system of Ponta Grossa-PR. The thesis is that this failure results from structural, pedagogical and teacher training difficulties, which compromise the implementation of inclusive principles. For inclusion to be effective, it is essential to develop planned and adapted pedagogical practices that consider the individual needs and potential of students in relation to the principles established in legislation and educational documents. The research was based on Vygotsky's Historical-Cultural Theory (1987) and Davydov's Theory of Developmental Teaching (1988). The theoretical framework also includes as a theoretical contribution to support the research, among others, the studies of Vazquez (1977) and Franco (2008, 2014), on pedagogical practice; in relation to school Physical Education, studies by El Tassa and Cruz (2016), Darido (2001, 2003, 2012), Lopes and Miguel (2021); regarding discussions on inclusion in the school context, contributions by Mantoan (2003), Sassaki (2006), Garcia (2011), Caiado (2015) are used. The research was carried out in 11 schools in the state network of Ponta Grossa-PR, and had as participants eight Physical Education teachers, 25 students in total, three of whom were blind, 12 were deaf and ten had physical/neuromotor disabilities, two Specialized Educational Assistance Teachers (PAEE) and four sign language translators and interpreters (TILS), totaling 39 participants. The data were produced through documentary analysis of the Physical Education Teaching Work Plans (PTD), observation of classes and application of semi-structured interviews with Physical Education teachers and students who are blind, deaf and/or have physical/neuromotor disabilities. The research methodology is substantiated by the theoretical methodological assumptions of Content Analysis (Bardin, 2006). The main results were as follows: inclusion in school Physical Education faces challenges such as lack of resources, inadequate training and resistance from some professionals; ongoing training and institutional support are essential to improve pedagogical practices; curricular and planning flexibility ensure the participation of all students, promoting social, emotional and cognitive development; collaborative work between teachers, managers and specialists is essential, and Physical Education must be adapted to individual needs. It is noteworthy that despite the challenges and difficulties, inclusion represents an opportunity for the integral development of students with disabilities, requiring specialized training and appropriate pedagogical strategies.