Educação Física escolar: práticas pedagógicas inclusivas na rede municipal de Ponta Grossa-PR

Abstract

This research has as its object of study the inclusive pedagogical practices of Physical Education in the municipal network of Ponta Grossa-PR. The research is characterized as qualitative, field, exploratory (Lüdke; Andrew, 1986; Bogdan; Biklen, 1994). The following question arises: What are the elements that characterize the inclusive pedagogical practices of Physical Education, in the early years of elementary school, in the municipal network of Ponta Grossa-PR? The general objective of the research is to analyze the elements that characterize the inclusive pedagogical practices of Physical Education, in the early years of elementary school, in the municipal network of Ponta Grossa-PR. The specific objectives are: to verify the specificities of Physical Education planning on inclusive pedagogical practices; identify how Physical Education teachers understand the inclusion of students with disabilities in classes; to investigate the perceptions of Physical Education teachers, about their initial training in Special Education, and the continuing education in this modality of teaching, promoted by the municipal network of Ponta Grossa-PR. The research is based on studies referring to: Physical Education in a developmental approach (Gallahue; Donnelly, 2008; Tani et al., 1988; Tani, 2008; Tani, 2011); the historical framework of Special Education in Brazil (Bueno, 1999; Mazzota, 2003; Jannuzzi, 2004; Glat and Blanco, 2007; Júnior and Martins, 2010); the legislation and documents of Special Education, at the federal (Brasil, 1988; 1996; 1997; 2008; 2015; 2017; 2020), state (Paraná, 2003; 2006; 2008; 2009; 2010; 2011; 2016; 2018) and municipal (Ponta Grossa, 2020a) levels; the concepts and specificities of Special Education, inclusion and inclusive education (Rodrigues, 2006; Skilar, 2006; Glat; Blanco, 2007; Brook; Amato, 2018; Cross; El Tassa, 2014); academic production related to the object of investigation (2012-2022). It is approached about Physical Education in the early years of elementary school, considering: aspects of childhood and child development; school Physical Education at BNCC (Brazil, 2018); the Curricular References for the early years of elementary school (Ponta Grossa, 2020b); and the contributions of the developmental approach to inclusive pedagogical practices in school Physical Education. The investigation was carried out in four municipal public schools in Ponta Grossa-PR, located in different regions of the municipality. The subjects participating in the research were six Physical Education teachers, from the early years of elementary school, who have students with different types of disabilities in their classes. The instruments for data collection were document analysis, observation, and a questionnaire (Lüdke; Andrew, 1986; Gil, 2008; Fiorini; Manzini, 2014). The data were organized into coding categories (Bogdan; Biklen, 1994). The main results of the research point out: collaboration at school is the central element for inclusive pedagogical practices in Physical Education, teachers encourage students to help colleagues with disabilities in activities, motivating everyone's participation. Physical Education in a developmental approach proposes the intersection between the developmental curricular model and inclusive pedagogical practices, aiming to ensure an educational environment that values and meets the individual needs of all students. The teaching styles in the developmental perspective of Physical Education can promote a meaningful, challenging learning environment appropriate to the stage of development of each student.