As contribuições da Educação Física escolar na inclusão de alunos com deficiência em municípios do litoral de Santa Catarina

Abstract

Physical education classes in schools traditionally have, among their various objectives, to include motor development as a means of facilitating teaching and learning. This study aimed to investigate whether the strategies used in physical education classes contribute to the inclusion of students with disabilities in coastal municipalities of Santa Catarina, from the teachers' perspective. The proposed methodology refers to a mixed approach, quantitative-qualitative, exploration and interpretative research. The study included twenty physical education teachers, aged between 36 and 63 years old, who teach in Elementary School I in the municipal network of the cities of Bombinhas and Porto Belo in Santa Catarina. The participants answered a questionnaire with questions related to inclusion, teaching strategies and physical education. The answers obtained in the questionnaires were submitted to the Content Analysis method proposed by Bardin (2016). The results revealed that most physical education teachers receive little support from their educational network regarding the challenges of inclusion. Furthermore, teachers understand the concept of inclusive education as access to participation, guaranteed learning, individualized and meaningful learning, and respect for individuality. Regarding the requirements needed to include students with disabilities, teachers stated that it is necessary to have access to continuing education, training courses, appropriate educational strategies, work on attitudinal aspects such as empathy, interest and respect, in addition to knowing the medical and family needs of students with disabilities. Regarding teaching strategies, to positively contribute to the learning of students with disabilities, teachers highlighted the importance of adapted classes, differentiated materials and guidelines, content adaptations, and activities focused on the potential of students. It is concluded that physical education classes can contribute to the inclusion of students with disabilities by being an inclusive and summative space for comprehensive development, considering motor, affective, emotional, cognitive, and psychological aspects. However, teachers in physical education recognize the need to adapt pedagogical practices to perform an excellent job in the face of inclusion. These adaptations include the need to identify the differences between students, the ways in which each one learns, being open to professional transformations, and awareness of what an inclusive school is for everyone, like an egalitarian society that respects diversity.