Educação para a Paz e Educação Inclusiva: intervenções pedagógicas nas aulas de educação física nos anos iniciais do ensino fundamental

Abstract

This dissertation was based on pedagogical insertions carried out within the scope of inclusive physical education, for students enrolled in the 5th year at a school in the Municipal Education Network in the city of Ponta Grossa - PR. The research problem focused on the following question: what contributions can education for peace bring to inclusive physical education and training of students in the early years of elementary school? For the research response, the general objective was to analyze the theoretical and practical contributions of peace education, from an inclusive perspective in physical education classes in the early years of elementary school, contributing to social inclusion and the development of preventive actions against violence. The specific objectives are: establishing practices that aim at the five pedagogies of peace and peace education, from an inclusive perspective in physical education classes; apply pedagogical activities from an inclusive perspective in physical education classes with regard to education for peace and the prevention of violence in the school environment; analyze the practices developed in physical education classes; organize an e-book, articulating inclusive practices on peace education in physical education classes. To achieve this objective, qualitative and exploratory research was used, and methodological procedures supported by bibliographic and documentary research, as well as field research to collect data and prepare the educational resource. To support this research, the theoretical references of the following authors were used: to discuss the challenges of physical education, inclusive physical education, the authors Tubino (2011) and Soler (2005). To address inclusive education and social inclusion: Mantoan (2015), Mittler (2003) and Sassaki (2010). And to discuss education for peace and violence prevention: Callado (2004), Cerio (2004), Guimarães (2003, 2011), Jares (2002), Rayo (2004), Salles Filho (2019) and Serrano (2002 ), respectively. The data were recorded and transcribed and subjected to content analysis proposed by Bardin (2016). In short, the data interpreted from the research and the approach from the perspective of education for peace brings a new look to physical education in a holistic and inclusive way. Finally, the sets of actions developed during the experiential practices of the research had a positive impact on students in human relationships for the formation of citizens and experiences.