A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa
Autor(a) principal: | |
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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 |
Resumo: | 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 |
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Antunes, Mitsuko Aparecida Makinohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763964J1Oliveira, Sandra Regina Garijo de2019-07-01T12:02:54Z2019-05-06Oliveira, Sandra Regina Garijo de. A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa. 2019. 212 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22352Based 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 classesEmbasada nos pressupostos da Psicologia Histórico-cultural, da Pedagogia Histórico-crítica e da abordagem Crítico-superadora da Educação Física, esta pesquisa, de cunho bibliográfico, buscou compreender as concepções de deficiência, de inclusão e de aprendizagem dos professores de educação física que realizam aulas de educação física em situação de inclusão; compreender as concepções/conceitos de deficiência utilizados pelos autores nos trabalhos e identificar quais intervenções são desenvolvidas pelo professor de educação física para a inclusão de alunos com deficiência na educação básica em rede pública de ensino, através das pesquisas descritas em dissertações e teses publicadas no Brasil, por meio de uma revisão sistemática-integrativa. Foram selecionados os trabalhos publicados entre 2007 e 2018 que atendessem aos critérios de inclusão estabelecidos. O banco de dados ficou composto por 33 documentos, 23 dissertações e 10 teses. Os dados produzidos foram analisados a partir do Método do Materialismo Histórico-Dialético. Os resultados apontam que os professores participantes das pesquisas avaliadas apresentam uma concepção de deficiência pautada no senso comum e/ou em classificações médico-biológicas. Os pesquisadores mostram uma perspectiva mais social de compreensão; o que se apresenta na maioria dos trabalhos é uma perspectiva biopsicossocial, que embora avance frente às definições exclusivamente biologizantes, ainda se caracteriza por um modelo biomédico. O conceito de inclusão está posto por força da lei; no discurso dos professores pesquisados há tanto a obrigação de incluir, quanto o direito do aluno aprender, mas eles não se veem capazes de atingir tal objetivo. Há sugestões de atendimento em turmas especiais ou em escolas especiais. A concepção de inclusão se restringe à convivência social. Embora uma grande maioria se coloque a favor do processo de inclusão, há uma série de contradições identificadas nas práticas docentes. Em relação à concepção de aprendizagem, os relatos apontam para a impossibilidade de tal ocorrência. A partir do entendimento de que a deficiência está pautada em definições biologizantes, a aprendizagem segue o desenvolvimento, assim, se o aluno não se desenvolve em função da deficiência, não aprende. Quanto às intervenções, a maioria das pesquisas analisadas aponta que os professores não adaptam suas atividades, nem tampouco planejam suas aulas. Os que sinalizam alguma forma de intervenção, o fazem a partir de alterações no tempo de atividade, na comunicação, na utilização do auxílio de colegas, de professor especialista/auxiliar ou cuidador quando presentes. Considera-se que nas aulas de educação física é preciso superar as práticas que segregam, que lhe atribuem a função única e exclusiva de diversão, atividade livre, momento de recreação, prática esportiva competitiva, que os conhecimentos cotidianos pela experiência dos professores e/ou dos alunos como atletas ou praticantes de alguma modalidade específica sejam suficientes para ensinar ou bastam para aprender. Defende-se que é necessária a mudança de significação pelo professor sobre a deficiência, o indivíduo e, por conseguinte, a aprendizagem e o desenvolvimento, para que a inclusão deixe de ser compreendida por força da lei e, assim, poder-se-á pensar nas estratégias pedagógicas adaptadas e sistematizadas para as pessoas com deficiência em turmas regularesConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/49582/Sandra%20Regina%20Garijo%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoEducação física adaptadaPsicologia histórico-culturalEducação inclusivaEducação física para crianças com deficiênciaAdapted physical educationHistorical-cultural psychologyInclusive educationPhysical education for children with disabilitiesCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMA educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSandra Regina Garijo de Oliveira.pdf.txtSandra Regina Garijo de Oliveira.pdf.txtExtracted texttext/plain520593https://repositorio.pucsp.br/xmlui/bitstream/handle/22352/4/Sandra%20Regina%20Garijo%20de%20Oliveira.pdf.txt844f70b3f7a85c1f9245ea106487c07dMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa |
title |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa |
spellingShingle |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa Oliveira, Sandra Regina Garijo de 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 |
title_short |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa |
title_full |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa |
title_fullStr |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa |
title_full_unstemmed |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa |
title_sort |
A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa |
author |
Oliveira, Sandra Regina Garijo de |
author_facet |
Oliveira, Sandra Regina Garijo de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Antunes, Mitsuko Aparecida Makino |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763964J1 |
dc.contributor.author.fl_str_mv |
Oliveira, Sandra Regina Garijo de |
contributor_str_mv |
Antunes, Mitsuko Aparecida Makino |
dc.subject.por.fl_str_mv |
Educação física adaptada Psicologia histórico-cultural Educação inclusiva Educação física para crianças com deficiência |
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 |
dc.subject.eng.fl_str_mv |
Adapted physical education Historical-cultural psychology Inclusive education Physical education for children with disabilities |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
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 |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-01T12:02:54Z |
dc.date.issued.fl_str_mv |
2019-05-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Sandra Regina Garijo de. A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa. 2019. 212 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22352 |
identifier_str_mv |
Oliveira, Sandra Regina Garijo de. A educação física e a inclusão de pessoas com deficiência na escola: uma revisão sistemática-integrativa. 2019. 212 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
url |
https://tede2.pucsp.br/handle/handle/22352 |
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dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
dc.publisher.initials.fl_str_mv |
PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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