Trajetórias de vida de pessoas com deficiência e educação física escolar

Detalhes bibliográficos
Autor(a) principal: Camargo, Laureen Lopes
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/10654
Resumo: The discussion scenario for Special Education (SE) and Inclusive Education (IE) is a reality today and means that it does not occur only in the theoretical field. The difficulties and challenges are related to different aspects shown by many studies that verify that, unfortunately, exclusionary situations in school everyday. The same scenario is noted when we focus in school physical education (SPE). Therefore, the topic of this research is related to SPE and SE. The general objective is: to analyze the exclusion factors of people with disabilities (PWD) in SPE. The specific objectives are: 1) to describe and study the life trajectory of PWD focusing on lived experiences during physical education (PE) classes at school; 2) to study the relation between SPE of PWD and their involvement with sports; and 3) to analyze the PWD conception of PE. The theoretical framework is based on Dermeval Saviani's Historical-Critical Pedagogy (HCP), as well as EE studies such as Jannuzzi (2004a, 2004b) and PE studies such as Chicon (2015), Darido (2003) and Castellani Filho (2003), which will help to discuss its contextualization, conceptions, purposes and contents. The chosen referential is the thematic oral history, focusing on five axes to conduct the interviews. The selected collaborators are four adult educated athletes, with ages varying from 17 to 63 years, who play in adapted teams in the city of Sorocaba and are already attending school as a disability person. The analysis of the interviews identified and classified the contents that most appeared at the narratives. After that, constructed data was interpreted according to the theoretical framework of the research, pursuing to answer the proposed questions. Finally, it was possible to realize a concrete analysis of the real-life movement of the PWD, considering their past in the SPE, identifying as exclusion factors: 1) the teachers' approach; 2) the dissemination of content without a dialectical interface with the social function of SPE; 3) the fragility in legitimation of SPE’s purposes; 4) the discrimination and society’s difficulty in understanding people instead of judging someone by their disabilities; 5) the unpreparedness in some professionals training. It should be emphasized that it was not intended to assign value judgments to historical moments of the SPE, but to perform a critical analysis to understand such factors, assuming a political position of discussing the reality of PWD in these classes through their own trajectories: “Nothing about us, without us!”. It is expected to contribute with a quality education and encourage further studies focused on educational practices, which prepare individuals to intervene and overcome barriers that are put by society and thus ensure everyone’s right to acquire knowledge and contents about body culture, aiming a truly inclusive SPE.
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spelling Camargo, Laureen LopesCaiado, Kátia Regina Morenohttp://lattes.cnpq.br/0803778280883949http://lattes.cnpq.br/65936345075306912018-11-08T19:47:30Z2018-11-08T19:47:30Z2018-08-28CAMARGO, Laureen Lopes. Trajetórias de vida de pessoas com deficiência e educação física escolar. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10654.https://repositorio.ufscar.br/handle/ufscar/10654The discussion scenario for Special Education (SE) and Inclusive Education (IE) is a reality today and means that it does not occur only in the theoretical field. The difficulties and challenges are related to different aspects shown by many studies that verify that, unfortunately, exclusionary situations in school everyday. The same scenario is noted when we focus in school physical education (SPE). Therefore, the topic of this research is related to SPE and SE. The general objective is: to analyze the exclusion factors of people with disabilities (PWD) in SPE. The specific objectives are: 1) to describe and study the life trajectory of PWD focusing on lived experiences during physical education (PE) classes at school; 2) to study the relation between SPE of PWD and their involvement with sports; and 3) to analyze the PWD conception of PE. The theoretical framework is based on Dermeval Saviani's Historical-Critical Pedagogy (HCP), as well as EE studies such as Jannuzzi (2004a, 2004b) and PE studies such as Chicon (2015), Darido (2003) and Castellani Filho (2003), which will help to discuss its contextualization, conceptions, purposes and contents. The chosen referential is the thematic oral history, focusing on five axes to conduct the interviews. The selected collaborators are four adult educated athletes, with ages varying from 17 to 63 years, who play in adapted teams in the city of Sorocaba and are already attending school as a disability person. The analysis of the interviews identified and classified the contents that most appeared at the narratives. After that, constructed data was interpreted according to the theoretical framework of the research, pursuing to answer the proposed questions. Finally, it was possible to realize a concrete analysis of the real-life movement of the PWD, considering their past in the SPE, identifying as exclusion factors: 1) the teachers' approach; 2) the dissemination of content without a dialectical interface with the social function of SPE; 3) the fragility in legitimation of SPE’s purposes; 4) the discrimination and society’s difficulty in understanding people instead of judging someone by their disabilities; 5) the unpreparedness in some professionals training. It should be emphasized that it was not intended to assign value judgments to historical moments of the SPE, but to perform a critical analysis to understand such factors, assuming a political position of discussing the reality of PWD in these classes through their own trajectories: “Nothing about us, without us!”. It is expected to contribute with a quality education and encourage further studies focused on educational practices, which prepare individuals to intervene and overcome barriers that are put by society and thus ensure everyone’s right to acquire knowledge and contents about body culture, aiming a truly inclusive SPE.O cenário de discussões frente a Educação Especial (EE) e a Educação Inclusiva (EI) é hoje uma realidade, significa dizer que não ocorrem mais somente no campo teórico. As dificuldades e os desafios relacionam-se a diferentes aspectos relatados por diversos estudos, que constatam situações excludentes no cotidiano escolar. Este cenário não é diferente quando o foco é a educação física escolar (EFE). Assim, o tema desta pesquisa refere-se à EFE e à EE. E tem como objetivo geral: analisar os fatores de exclusão de pessoas com deficiência (PCD) na EFE. Já os específicos são: 1) descrever e estudar a trajetória de vida de PCD com o foco nas experiências vividas durante as aulas de educação física (EF) na escola; 2) estudar a relação da EFE dessas PCD e o envolvimento com o esporte; e 3) analisar a concepção de EF para as PCD. O referencial teórico está pautado na Pedagogia Histórico-Crítica (PHC), de Dermeval Saviani, além de estudiosos da área da EE como Jannuzzi (2004a, 2004b) e da EF, como Chicon (2015), Darido (2003), Castellani Filho (2003), com os quais discutir-se-á suas contextualizações, concepções, finalidades, bem como, seus conteúdos. O referencial escolhido é a história oral temática, focando-se em cinco eixos para a condução das entrevistas. Os colaboradores selecionados são quatro atletas adultos escolarizados, com idades que variam de 17 a 63 anos, que atuam em equipes esportivas adaptadas no município de Sorocaba, e cursaram a escola já com a condição da deficiência. Na análise das entrevistas, foram identificados e classificados conteúdos, que mais se repetiram nas narrativas. Em seguida, os dados construídos foram interpretados, à luz do referencial teórico-metodológico da pesquisa, buscando responder aos questionamentos propostos. Por fim, foi possível realizar uma análise concreta do movimento de vida real das PCD, frente ao seu passado na EFE, identificando-se como fatores de exclusão: 1) a abordagem dos professores; 2) a seleção dos conteúdos sem uma relação dialética com a função social da EFE; 3) a fragilidade da legitimação das finalidades da EFE; 4) a discriminação e a dificuldade que a sociedade tem de compreender a pessoa e ao invés de considerá-la perante sua deficiência; 5) o despreparo na formação de alguns profissionais. Ressalta-se que não pretendeu atribuir juízos de valores aos momentos históricos da EFE, mas sim, realizar uma análise crítica, para se entender tais fatores, assumindo-se o posicionamento político de discutir a realidade das PCD nessas aulas, por meio da trajetória delas: “Nada sobre nós, sem nós!”. Espera-se contribuir para uma Educação de qualidade e fomentar novos estudos, focados em práticas educativas, que instrumentalizem os indivíduos a intervir e superar as barreiras postas pela sociedade e, assim, garantir o direito que todos têm de aprender os conteúdos e conhecimentos relativos à cultura corporal, visando uma EFE realmente inclusiva.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarTrajetórias de vidaPessoas com deficiênciaEducação Física escolarEducação física para deficientesLife trajectoryPeople with disabilitiesSchool Physical educationPhysical education for people with disabilitiesCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOTrajetórias de vida de pessoas com deficiência e educação física escolarLife trajectory of people with disabilities and school physical educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnlineinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL8- Dissertação_ versão final.pdf8- Dissertação_ versão final.pdfapplication/pdf1743471https://repositorio.ufscar.br/bitstream/ufscar/10654/1/8-%20Dissertac%cc%a7a%cc%83o_%20vers%c3%a3o%20final.pdfdb9b015d4d6083123a7544f6c8bda1b5MD51Laureen_Carta-comprovante.pdfLaureen_Carta-comprovante.pdfapplication/pdf259492https://repositorio.ufscar.br/bitstream/ufscar/10654/2/Laureen_Carta-comprovante.pdff5749df8dd3bb2381cbfeaabb9da92ffMD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Trajetórias de vida de pessoas com deficiência e educação física escolar
dc.title.alternative.eng.fl_str_mv Life trajectory of people with disabilities and school physical education
title Trajetórias de vida de pessoas com deficiência e educação física escolar
spellingShingle Trajetórias de vida de pessoas com deficiência e educação física escolar
Camargo, Laureen Lopes
Trajetórias de vida
Pessoas com deficiência
Educação Física escolar
Educação física para deficientes
Life trajectory
People with disabilities
School Physical education
Physical education for people with disabilities
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
title_short Trajetórias de vida de pessoas com deficiência e educação física escolar
title_full Trajetórias de vida de pessoas com deficiência e educação física escolar
title_fullStr Trajetórias de vida de pessoas com deficiência e educação física escolar
title_full_unstemmed Trajetórias de vida de pessoas com deficiência e educação física escolar
title_sort Trajetórias de vida de pessoas com deficiência e educação física escolar
author Camargo, Laureen Lopes
author_facet Camargo, Laureen Lopes
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/6593634507530691
dc.contributor.author.fl_str_mv Camargo, Laureen Lopes
dc.contributor.advisor1.fl_str_mv Caiado, Kátia Regina Moreno
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0803778280883949
contributor_str_mv Caiado, Kátia Regina Moreno
dc.subject.por.fl_str_mv Trajetórias de vida
Pessoas com deficiência
Educação Física escolar
Educação física para deficientes
topic Trajetórias de vida
Pessoas com deficiência
Educação Física escolar
Educação física para deficientes
Life trajectory
People with disabilities
School Physical education
Physical education for people with disabilities
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
dc.subject.eng.fl_str_mv Life trajectory
People with disabilities
School Physical education
Physical education for people with disabilities
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
description The discussion scenario for Special Education (SE) and Inclusive Education (IE) is a reality today and means that it does not occur only in the theoretical field. The difficulties and challenges are related to different aspects shown by many studies that verify that, unfortunately, exclusionary situations in school everyday. The same scenario is noted when we focus in school physical education (SPE). Therefore, the topic of this research is related to SPE and SE. The general objective is: to analyze the exclusion factors of people with disabilities (PWD) in SPE. The specific objectives are: 1) to describe and study the life trajectory of PWD focusing on lived experiences during physical education (PE) classes at school; 2) to study the relation between SPE of PWD and their involvement with sports; and 3) to analyze the PWD conception of PE. The theoretical framework is based on Dermeval Saviani's Historical-Critical Pedagogy (HCP), as well as EE studies such as Jannuzzi (2004a, 2004b) and PE studies such as Chicon (2015), Darido (2003) and Castellani Filho (2003), which will help to discuss its contextualization, conceptions, purposes and contents. The chosen referential is the thematic oral history, focusing on five axes to conduct the interviews. The selected collaborators are four adult educated athletes, with ages varying from 17 to 63 years, who play in adapted teams in the city of Sorocaba and are already attending school as a disability person. The analysis of the interviews identified and classified the contents that most appeared at the narratives. After that, constructed data was interpreted according to the theoretical framework of the research, pursuing to answer the proposed questions. Finally, it was possible to realize a concrete analysis of the real-life movement of the PWD, considering their past in the SPE, identifying as exclusion factors: 1) the teachers' approach; 2) the dissemination of content without a dialectical interface with the social function of SPE; 3) the fragility in legitimation of SPE’s purposes; 4) the discrimination and society’s difficulty in understanding people instead of judging someone by their disabilities; 5) the unpreparedness in some professionals training. It should be emphasized that it was not intended to assign value judgments to historical moments of the SPE, but to perform a critical analysis to understand such factors, assuming a political position of discussing the reality of PWD in these classes through their own trajectories: “Nothing about us, without us!”. It is expected to contribute with a quality education and encourage further studies focused on educational practices, which prepare individuals to intervene and overcome barriers that are put by society and thus ensure everyone’s right to acquire knowledge and contents about body culture, aiming a truly inclusive SPE.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-11-08T19:47:30Z
dc.date.available.fl_str_mv 2018-11-08T19:47:30Z
dc.date.issued.fl_str_mv 2018-08-28
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dc.identifier.citation.fl_str_mv CAMARGO, Laureen Lopes. Trajetórias de vida de pessoas com deficiência e educação física escolar. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10654.
dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/10654
identifier_str_mv CAMARGO, Laureen Lopes. Trajetórias de vida de pessoas com deficiência e educação física escolar. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10654.
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dc.publisher.none.fl_str_mv Universidade Federal de São Carlos
Câmpus Sorocaba
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