Educação Física Escolar e Inclusão: reflexão dos professores perante sua prática

• Autor(a) principal: Souza, Angélica S. de
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/47985
• topic: educação inclusiva, deficiência, necessidades especiais.; inclusive education; handicap, special needs.

The need for discussion about social inclusion has become ever greater in terms of attempts to transform society through the search for justice and equality. In which respect for diversity and guaranteeing the right to social participation of each person, respect for their characteristics (gender, ethnic, socioeconomic, religious, physical and psychological), has emerged as an ethical issue. Based on these ideals, the objective of this study was to analyze the attitudes of physical education teachers of the regular education network, regarding the inclusion of students with special needs in their classes. For this, five physical education teachers, two from the public system and three from the private system, answered a questionnaire adapted from the original models of the specialized literature. This questionnaire approached three aspects: how the teacher evaluated his / her knowledge to deal with special children, how the teacher perceived the acceptance of these children by the so-called "normal" colleagues, and how the teacher evaluated the conditions of his / her school to adhere to the proposal of inclusive education. The results indicated that 60% of teachers believed that their knowledge of dealing with special children was insufficient; 80% of the teachers interviewed did not like or would not like to work with an inclusive teaching proposal. However, 100% of teachers believed in the benefits of the inclusive proposal for all children. And in relation to the structure of their schools, 60% of teachers considered them inadequate to receive special children. We conclude that in the present study there were no differences between the responses of public and private school teachers. In general, teachers find themselves obliged to receive / include pupils with special needs in their classes, but they do not feel able or willing to perform such tasks. It is suggested that this study be expanded to a larger population of Physical Education teachers.