A dança como meio de inclusão para a pessoa com deficiência na aula de Educação Física nas séries iniciais do ensino fundamental

Abstract

Understanding how the dance content worked in Physical Education classes in regular schools can favor students with disabilities and contribute to an effectively inclusive environment is still a scarce subject in the scientific literature. Based on this information, the objective of our study was to investigate how dance can be used in Physical Education classes, aiming as an effective content in the inclusion of students with disabilities. Still, to broaden our investigative idea, we also aimed at this work to verify which deficiencies were already part of the student work, are more commonly present in the context of Physical Education teachers, what strategies are used by teachers in relation to the process of inclusion of people with disabilities, in Physical Education classes, what are the strategies and methodological processes used by teachers in classes with dance content, the strategies used by teachers when working with dance for students with disabilities, and the main difficulties of teaching dance in Physical Education classes for students with disabilities. Based on the information obtained from the research participants, an educational product was created in the form of a didactic notebook named: Dance and Inclusion: suggestions for activities for Physical Education classes. This material aims to contribute to the theme in the scientific literature and help teachers to develop dance content in an inclusive way in Physical Education classes. Eighteen Physical Education teachers from the Municipal Education Network in the city of Ponta Grossa - PR, who work in the early

years of Elementary School, participated in this research. This is research with a quali- quantitative approach, of an exploratory and interpretative nature. Data collection was

conducted from an online questionnaire composed of open and closed questions on the themes of professional training, dance, and inclusion. The results referring to the qualitative part were subsidized by the Content Analysis (CA) technique from the perspective of Bardin (2016). Data from the quantitative part were analyzed by calculating, in percentage, averages and standard deviation of the answers to the closed questions and presented in a descriptive way. The results indicated that teachers work with dance content in their classes and use different strategies to include students with disabilities. However, it was noted that knowledge about the content of dance and about the possibilities of dancing to develop this theme for people with disabilities is still insufficient, which indicates the need for further discussions and investments in continued training processes. In addition to the educational product developed with this study, we identified that dance content can be used as an efficient means of inclusion for students with disabilities in Physical Education classes in the early grades of Elementary School, provided that the teacher has access to this knowledge.