A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12241 |
Resumo: | The research was developed in the Post-Graduate Program of the Master's Degree in Teaching in Basic Education at CEPAE/UFG, and aimed to analyze the challenges of the Physical Education teacher, in Basic Education, to work with students with special needs in their classes and the possibilities of dealing with differences. The study took place in a state teaching institution in the city of Inhumas-Go, in elementary school classes II (6th, 7th and 8th grades) with their respective teacher. Through the problem established about the difficulties, we start from the assumption that there is a lack of public policies for training these professionals, lack of materials for the teacher to use in classes, and places that are not suitable for classes. Faced with this problem, we ask: Is the Physical Education teacher, from Basic Education, able to work in the school in a way that includes everyone in his classes? What possibilities does the Physical Education teacher have to carry out a teaching with equity? In the search to understand these questions, surveys were made through: questionnaire, interview and observations of the teacher's classes through a Field Diary, where the results were analyzed through the technique of content analysis. The study is characterized by a qualitative approach, with a case study through non-participant observation, based on Marconi and Lakatos (2002). The theoretical foundation was based on studies by: Collective of authors (1992), Soares (1994; 1996), Castellani Filho (1995), Oliveira (1994), Mantoan (2015), Cataldi (2013), Silva (2011), Mendes (2006), Libâneo (2018), Charlot (2013) and others. For the results of the content analysis, we used ideas from Bardin (2012). The research results pointed out several difficulties encountered during the observations, mainly due to being in a period of pandemic, intensified during classes with the lack of internet, continued teacher training in the area of inclusion, adequate material to attend classes (smartphone, computer) and materials for Physical Education classes. On the other hand, one of the possibilities found for the teacher to have support in their classes was through collaborative teaching, a partnership between the common school teacher and the special education teacher. It is concluded, therefore, that public policies that provide actions that meet the needs of the Physical Education teacher in the classroom are essential to serve all students with equity. Therefore, as a contribution to the study, the educational product developed during the Professional Master's Stricto Sensu of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás stands out. (UFG) entitled “The use of BLOG-IN as a factor of interaction between Physical Education and inclusion”, we elaborated and created a Blog (Blog-IN) that is open to discussions and the exchange of information. |
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Silva, Alcir Horácio dahttp://lattes.cnpq.br/2857038940673415Silva, Alcir Horácio daPimentel, Fernanda CruvinelReis, Marlene Barbosa de Freitashttp://lattes.cnpq.br/5003926527887622Honda, Michele Cristina Figueiredo de Souza2022-08-08T12:02:13Z2022-08-08T12:02:13Z2022-05-25HONDA, M. C. F. S. A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades. 2022. 120 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022.http://repositorio.bc.ufg.br/tede/handle/tede/12241ark:/38995/001300000f824The research was developed in the Post-Graduate Program of the Master's Degree in Teaching in Basic Education at CEPAE/UFG, and aimed to analyze the challenges of the Physical Education teacher, in Basic Education, to work with students with special needs in their classes and the possibilities of dealing with differences. The study took place in a state teaching institution in the city of Inhumas-Go, in elementary school classes II (6th, 7th and 8th grades) with their respective teacher. Through the problem established about the difficulties, we start from the assumption that there is a lack of public policies for training these professionals, lack of materials for the teacher to use in classes, and places that are not suitable for classes. Faced with this problem, we ask: Is the Physical Education teacher, from Basic Education, able to work in the school in a way that includes everyone in his classes? What possibilities does the Physical Education teacher have to carry out a teaching with equity? In the search to understand these questions, surveys were made through: questionnaire, interview and observations of the teacher's classes through a Field Diary, where the results were analyzed through the technique of content analysis. The study is characterized by a qualitative approach, with a case study through non-participant observation, based on Marconi and Lakatos (2002). The theoretical foundation was based on studies by: Collective of authors (1992), Soares (1994; 1996), Castellani Filho (1995), Oliveira (1994), Mantoan (2015), Cataldi (2013), Silva (2011), Mendes (2006), Libâneo (2018), Charlot (2013) and others. For the results of the content analysis, we used ideas from Bardin (2012). The research results pointed out several difficulties encountered during the observations, mainly due to being in a period of pandemic, intensified during classes with the lack of internet, continued teacher training in the area of inclusion, adequate material to attend classes (smartphone, computer) and materials for Physical Education classes. On the other hand, one of the possibilities found for the teacher to have support in their classes was through collaborative teaching, a partnership between the common school teacher and the special education teacher. It is concluded, therefore, that public policies that provide actions that meet the needs of the Physical Education teacher in the classroom are essential to serve all students with equity. Therefore, as a contribution to the study, the educational product developed during the Professional Master's Stricto Sensu of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás stands out. (UFG) entitled “The use of BLOG-IN as a factor of interaction between Physical Education and inclusion”, we elaborated and created a Blog (Blog-IN) that is open to discussions and the exchange of information.A pesquisa foi desenvolvida no Programa de Pós-Graduação do curso de Mestrado em Ensino na Educação Básica do CEPAE/UFG, e teve como objetivo analisar os desafios do professor de Educação Física, da Educação Básica, para trabalhar com alunos com necessidades especiais em suas aulas e as possibilidades de lidar com as diferenças. O estudo aconteceu numa instituição estadual de ensino na cidade de Inhumas-Go, nas turmas do ensino fundamental II (6º, 7º e 8º anos) com seu respectivo professor. Através da problemática instituída sobre as dificuldades, partimos do pressuposto de que havia uma carência de políticas públicas de formação para esses profissionais, falta de materiais para uso do professor nas aulas, e lugares não adequados para as aulas. Diante desta problemática questionamos: O professor de Educação Física, da Educação Básica, está apto a atuar na escola de maneira que inclua a todos em suas aulas? Quais as possibilidades o professor de Educação Física tem para realizar um ensino com equidade? Na busca em compreender essas questões foram feitos levantamentos através do: questionário, entrevista e observações das aulas do professor através de um Diário de Campo, sendo que os resultados foram analisados através da técnica de análise de conteúdo. O estudo se caracteriza pela abordagem qualitativa, com estudo de caso através de uma observação não participante, fundamentada em Marconi e Lakatos (2002). A fundamentação teórica se baseou nos estudos de: Coletivo de autores (1992), Soares (1994; 1996), Castellani Filho (1995), Oliveira (1994), Mantoan (2015), Cataldi (2013), Silva (2011), Mendes (2006), Libâneo (2018), Charlot (2013) e outros. Para os resultados das análises de conteúdo utilizamos as ideias advindas de Bardin (2012). Os resultados da pesquisa apontaram várias dificuldades encontradas durante as observações, principalmente por estar num período de pandemia, intensificada durante as aulas com a falta de internet, de formação continuada do professor na área da inclusão, de material adequado para assistir as aulas (smartphone, computador) e de materiais próprios para as aulas de Educação Física. Em contrapartida, uma das possibilidades encontradas para que o professor tivesse um apoio em suas aulas, foi através do ensino colaborativo, uma parceria entre professor do ensino comum e o professor de educação especial. Conclui-se, portanto, serem essenciais políticas públicas que proporcionem ações que atendam às necessidades do professor de Educação Física em sala de aula para atender a todos os alunos com equidade. Diante disso, destaca-se como uma contribuição ao estudo, o produto educacional desenvolvido durante o Mestrado Profissional Stricto Sensu do Programa de Pós-Graduação em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) da Universidade Federal de Goiás (UFG) que tem como título “O uso do BLOG-IN como fator de interação entre a Educação Física e a inclusão”, elaboramos e criamos um Blog (Blog-IN) que está aberto a discussões e a troca de informações.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2022-08-05T10:54:20Z No. of bitstreams: 2 Dissertação - Michele Cristina Figueiredo de Souza Honda - 2022.pdf: 1936393 bytes, checksum: 3c4a152fead4a50d423e974ffc3b1af9 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2022-08-08T12:02:13Z (GMT) No. of bitstreams: 2 Dissertação - Michele Cristina Figueiredo de Souza Honda - 2022.pdf: 1936393 bytes, checksum: 3c4a152fead4a50d423e974ffc3b1af9 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2022-08-08T12:02:13Z (GMT). No. of bitstreams: 2 Dissertação - Michele Cristina Figueiredo de Souza Honda - 2022.pdf: 1936393 bytes, checksum: 3c4a152fead4a50d423e974ffc3b1af9 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2022-05-25porUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação FísicaInclusãoDesafiosPossibilidadesPhysical EducationInclusionChallengesPossibilitiesCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOA inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidadesThe inclusion of students with special needs in Physical Education classes: challenges and possibilitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis535005005001486reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/44ce5327-1549-4797-8a55-d3b861ea3e25/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/a8f3faa8-81ee-418f-83e6-c1210521f2cd/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Michele Cristina Figueiredo de Souza Honda - 2022.pdfDissertação - Michele Cristina Figueiredo de Souza Honda - 2022.pdfapplication/pdf1936393http://repositorio.bc.ufg.br/tede/bitstreams/d5a8c038-bd87-4871-9d58-eb49b04880f6/download3c4a152fead4a50d423e974ffc3b1af9MD53tede/122412022-08-08 09:02:14.15http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12241http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2022-08-08T12:02:14Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades |
dc.title.alternative.eng.fl_str_mv |
The inclusion of students with special needs in Physical Education classes: challenges and possibilities |
title |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades |
spellingShingle |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades Honda, Michele Cristina Figueiredo de Souza Educação Física Inclusão Desafios Possibilidades Physical Education Inclusion Challenges Possibilities CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
title_short |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades |
title_full |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades |
title_fullStr |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades |
title_full_unstemmed |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades |
title_sort |
A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades |
author |
Honda, Michele Cristina Figueiredo de Souza |
author_facet |
Honda, Michele Cristina Figueiredo de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Alcir Horácio da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2857038940673415 |
dc.contributor.referee1.fl_str_mv |
Silva, Alcir Horácio da |
dc.contributor.referee2.fl_str_mv |
Pimentel, Fernanda Cruvinel |
dc.contributor.referee3.fl_str_mv |
Reis, Marlene Barbosa de Freitas |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5003926527887622 |
dc.contributor.author.fl_str_mv |
Honda, Michele Cristina Figueiredo de Souza |
contributor_str_mv |
Silva, Alcir Horácio da Silva, Alcir Horácio da Pimentel, Fernanda Cruvinel Reis, Marlene Barbosa de Freitas |
dc.subject.por.fl_str_mv |
Educação Física Inclusão Desafios Possibilidades |
topic |
Educação Física Inclusão Desafios Possibilidades Physical Education Inclusion Challenges Possibilities CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
dc.subject.eng.fl_str_mv |
Physical Education Inclusion Challenges Possibilities |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
description |
The research was developed in the Post-Graduate Program of the Master's Degree in Teaching in Basic Education at CEPAE/UFG, and aimed to analyze the challenges of the Physical Education teacher, in Basic Education, to work with students with special needs in their classes and the possibilities of dealing with differences. The study took place in a state teaching institution in the city of Inhumas-Go, in elementary school classes II (6th, 7th and 8th grades) with their respective teacher. Through the problem established about the difficulties, we start from the assumption that there is a lack of public policies for training these professionals, lack of materials for the teacher to use in classes, and places that are not suitable for classes. Faced with this problem, we ask: Is the Physical Education teacher, from Basic Education, able to work in the school in a way that includes everyone in his classes? What possibilities does the Physical Education teacher have to carry out a teaching with equity? In the search to understand these questions, surveys were made through: questionnaire, interview and observations of the teacher's classes through a Field Diary, where the results were analyzed through the technique of content analysis. The study is characterized by a qualitative approach, with a case study through non-participant observation, based on Marconi and Lakatos (2002). The theoretical foundation was based on studies by: Collective of authors (1992), Soares (1994; 1996), Castellani Filho (1995), Oliveira (1994), Mantoan (2015), Cataldi (2013), Silva (2011), Mendes (2006), Libâneo (2018), Charlot (2013) and others. For the results of the content analysis, we used ideas from Bardin (2012). The research results pointed out several difficulties encountered during the observations, mainly due to being in a period of pandemic, intensified during classes with the lack of internet, continued teacher training in the area of inclusion, adequate material to attend classes (smartphone, computer) and materials for Physical Education classes. On the other hand, one of the possibilities found for the teacher to have support in their classes was through collaborative teaching, a partnership between the common school teacher and the special education teacher. It is concluded, therefore, that public policies that provide actions that meet the needs of the Physical Education teacher in the classroom are essential to serve all students with equity. Therefore, as a contribution to the study, the educational product developed during the Professional Master's Stricto Sensu of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás stands out. (UFG) entitled “The use of BLOG-IN as a factor of interaction between Physical Education and inclusion”, we elaborated and created a Blog (Blog-IN) that is open to discussions and the exchange of information. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-08-08T12:02:13Z |
dc.date.available.fl_str_mv |
2022-08-08T12:02:13Z |
dc.date.issued.fl_str_mv |
2022-05-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
HONDA, M. C. F. S. A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades. 2022. 120 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12241 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000f824 |
identifier_str_mv |
HONDA, M. C. F. S. A inclusão de alunos com necessidades especiais nas aulas de Educação Física: desafios e possibilidades. 2022. 120 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022. ark:/38995/001300000f824 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12241 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
53 |
dc.relation.confidence.fl_str_mv |
500 500 500 |
dc.relation.department.fl_str_mv |
1 |
dc.relation.cnpq.fl_str_mv |
486 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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Universidade Federal de Goiás (UFG) |
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UFG |
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Repositório Institucional da UFG |
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8a4605be74aa9ea9d79846c1fba20a33 4460e5956bc1d1639be9ae6146a50347 3c4a152fead4a50d423e974ffc3b1af9 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
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1811721534455152640 |