INTEGRATIVE REVIEW ON PEDAGOGIC STRATEGIES FOR DEAF STUDENTS IN PHYSICAL EDUCATION CLASSES

• Autor(a) principal: Xavier Cruz, Taynara
• Data de Publicação: 2024
• Outros Autores: Mara Niquini , Cláudia, Schwenck de Mello Vianna Soares, Raquel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Temas em Educação
• Texto Completo: https://periodicos.ufpb.br/index.php/rteo/article/view/67712
• topic: Pedagogical Practices. Deaf Student. Physical Education School.; Estrategias Pedagógicas. Estudiante Sordo. Educación Física.; Estratégias Pedagógicas. Aluno Surdo. Educação Física.

In the wake of history, Physical Education became correlated with the misguided notion of the perfect body and performance in classes, resulting in the exclusion of educational principles. Students considered "incapable" did not have access to the knowledge addressed by this curricular component. Especially since the 1990s, Physical Education has continuously sought to distance itself from this exclusionary standard and has begun to offer studies dedicated to the creation of inclusive classes that align with students' reality, aiming for a pedagogical transformation of lessons. Thus, the aim of this study, through an integrative review, was to analyze the scientific production concerning pedagogical strategies for deaf students in Physical Education classes. Data were collected from the CAPES Periodicals Portal and Google Scholar databases, spanning from 2012 to 2022. Controlled descriptors were employed: Deaf Student or Deafness and "Physical Education"; Deaf Student or Deafness and Pedagogical Experience and "Physical Education"; Deaf Student or Deafness and School and "Physical Education". The final sample consisted of nine selected articles after analyzing titles, abstracts, and full texts. Accordingly, following a thorough analysis of the expressed content, the suggested and/or used pedagogical strategies by educators were selected and categorized into short, medium, and long-term approaches.