A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa

• Autor(a) principal: Oliveira, Sandra Regina Garijo de
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22352
• topic: Educação física adaptada; Psicologia histórico-cultural; Educação inclusiva; Educação física para crianças com deficiência; Adapted physical education; Historical-cultural psychology; Inclusive education; Physical education for children with disabilities; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

Based on the assumptions of Historical-cultural Psychology, Historical-critical Pedagogy and the Physical Education Critical-overcoming approach, this bibliographical research sought to understand the conceptions of disability, inclusion and learning of physical education teachers who teach in physical education classes with the presence of students with disabilities; to understand the conceptions/concepts of disability used by the authors in the researches and to identify which interventions are developed by the physical education teacher for the inclusion of students with disabilities in basic education in public schools through the researches described in dissertations and theses published in Brazil, through a systematic-integrative review. Papers published between 2007 and 2018 that met the established inclusion criteria were selected. The database consisted of 33 papers, 23 dissertations and 10 theses. The data produced were analyzed from the Historical-Dialectical Materialism Method. The results indicate that the teachers participating in the evaluated surveys have a common sense and/or medical-biological classification. Researchers show a more social perspective of understanding; what is presented in most of the works is a biopsychosocial perspective, which, although advancing against the exclusively biologizing definitions, it is still characterized by a biomedical model. The concept of inclusion is enforced by law; in the discourse of the researched teachers there is as much obligation to include, as the right of the student to learn, but they are not able to reach such objective. There are suggestions for attendance in special classes or in special schools. The concept of inclusion is restricted to social coexistence. Although a large majority stands in favor of the inclusion process, there are a number of contradictions identified in teaching practices. In relation to the conception of learning, the reports point to the impossibility of such an occurrence. From the understanding that disability is based on biological definitions, learning follows development, so if the student does not develop cause of the disability, he does not learn. In relation to the interventions, most of the research analyzed shows that teachers do not adapt their activities, neither plan their classes. Those who signalize some form of intervention do so from changes in the time of activity, communication, use of the help of colleagues, specialist/auxiliary teacher or caregiver when present. We consider that in physical education classes it is necessary to overcome the practices that segregate, which attribute to it the unique and exclusive function of fun, free activity, moment of recreation, competitive sports practice, that ordinary knowledge through the experience of teachers and/or of the students as athletes or practitioners of any specific modality are sufficient to teach or enough to learn. It is argued that the teacher's change of meaning about disability, the individual, and therefore learning and development is necessary, so that inclusion is no longer understood under the law, and so it will be possible to think of the adapted and systematized pedagogical strategies for people with disabilities in regular classes