Educação física, autismo e inclusão : ressignificando a prática pedagógica

• Autor(a) principal: Siqueira, Mônica Frigini
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/7203
• topic: Physical Education; Autism; Inclusive education; Educação Física; Autismo; Educação inclusiva; Educação Física; 796

The study aims to understand and analyze the process of building inclusive teaching practices in the context of physical education classes, with the presence of an autistic student and describe the arrangements in dyadic inclusive classroom of students with autism in physical education classes. Methodologically, it is characterized as a qualitative research case study, as subjects with a Physical Education teacher and 25 students, one with autism, of both sexes, aged 9 years, belonging to a regular classroom teaching key, a public school, the city of Vitória-ES. For data collection we used the following tools: participant observation, semistructured interview, the diary, the video recording and photographic record. Data were analyzed using content analysis. The intervention process was carried out from February to July 2010, the monitoring of two hours per week of physical education and a regular weekly class individualized service Physical Education. Beyond these times, the teacher and researcher gathered for assessment and planning, all Mondays, from 13 to 17 hours. As a result, the study identifies that the welcoming attitude of the teacher and coping with differences in experience/diversity were key factors to enable interaction between students with autism with colleagues in the Physical Education classes. It is evident the methodological-didactic activities organized by the teacher to promote the inclusion of a student with autism in regular physical education classes: to educate the eye to the student and not for their disabilities, recognizing the importance of time for individual attention, to reframe the moment of individualized care, observe the necessity of organizing contract homework, create individualized arrangements when dyadic partnerships (affinities) and dyadic arrangements in regular education classes. Finally, the inclusion focuses on sensitizing the school to modify and reframe their space/time depending on the educational needs of their students.