As percepções relacionadas à Educação Inclusiva e as necessidades formativas para profissionais de Educação Física que atuam na Educação Básica

Abstract

The objective of this study was to investigate the perceptions related to Inclusive Education and the training needs of professionals who are teaching classes for the discipline of Physical Education in the state school network of the city of Ponta Grossa/ PR and who work with students who are the target audience of Special Education (PAEE) in Basic Education for Elementary School II. The experimental group of our study was composed of professionals who taught classes to students regularly enrolled in the 2022 school year and who had some disability duly diagnosed by a qualified professional in that specific medical area and with report. The research methodology

used in this study was characterized as being basic strategic, with quantitative- qualitative and interpretative approach. Data collection was performed by applying a

questionnaire composed of 20 questions organized from: a) the professional profile; b) how is/was the teacher training; c) what are the training needs identified, and; d) which concept understood about Special Education in the perspective of an inclusive education. The data obtained contributed to the elaboration of the Educational Product (PE), this is, in an "Orientation Notebook" (in e-book format), in electronic version, and saved in portable document format (PDF). The data were analyzed considering four blocks: in BLOCK 01, which dealt with the demographic profile of professionals in the discipline of Physical Education of the state school network of the city of Ponta Grossa/ PR, obtained the following results: regarding age, it was found that 77,77% of teachers are above 35 years, are mostly male (55,46%), with 72,23% belonging to the Board of Teaching - QPM, and teaching for more than 10 years (72,23%). In BLOCK 02, which dealt with the teacher training of professionals in the discipline of Physical Education in the context of inclusive school, it was found that: 66,64% completed their training until the year 2000, 77,77% completed their graduation in public institutions, 94,44% completed the full degree course, 88,88% completed at least one postgraduate course after the initial training, among which 44,44% have postgraduate degrees in Inclusive Education and, among these, only one teacher with the title of master. Regarding the existence of a discipline that addressed disability in their training, 66,65% reported not having been given content related to the subject. Regarding the qualitative analysis, the following categories were established for the performance of Content Analysis (CA) – Information/Knowledge, Unpreparedness and Continuing Education. The categories listed represent recurring themes, which makes us infer that they need attention and continuity of research and reflection. In BLOCK 03, which dealt with the training needs of Physical Education teachers who work with students who are the PAEE in Basic Education for Elementary Education II, it was found that: 66,64% have such training. A very unique data deserves to be highlighted, despite the percentage that has training in Inclusive Education, 61,12% do not feel able to work with this public. Despite this, 88,89% believe they contribute to an inclusive education. With regard to the attitudes that teachers consider most relevant to the improvement of their pedagogical practice, Inclusion accounted for 66,67% of responses. In BLOCK 04, which dealt with the concept of Inclusive Education in the perception of physical education teachers, highlighting the implications of teaching for students with disabilities: It can be inferred that the concept of Inclusive Education is understood, in the perspective addressed by

the question, as Acceptance and Insertion, both representing 16,68% of the answers found. Among teachers, it was found that 88.89% believe that students with disabilities (s) can be included in regular education. According to the type of disability present in the classroom and properly diagnosed by a specific medical professional and with report, Autism presented an incidence of 37,50%, Physical Disability (31,25%), Attention Deficit Hyperactivity Disorder - ADHD (21,87%), and Intellectual Disability (9,38%). And as a final result for this last block, 72,22% of teachers believe that continuing education would make them more qualified. So, believe itif this study contributed to demonstrate the perceptions related to Inclusive Education and the training needs of professionals who taught classes for the discipline of Physical Education in the state school network of the city of Ponta Grossa/ PR and who worked with students who are the PAEE in Basic Education for Elementary School II.