Processo de inclusão e acessibilidade: compreensão de professores de educação física

• Autor(a) principal: Cadó, Lenice de Fátima
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000c9c8
• Texto Completo: http://repositorio.ufsm.br/handle/1/23133
• topic: Inclusão; Acessibilidade; Educação física; Pessoa com deficiência; Inclusion; Accessibility; Physical education; Disabled person; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA

The right of access to education for people with disabilities is guaranteed by law, however, barriers can still be found in the school environment and end up not providing autonomy and independence to the students. One of these barriers refers to the lack of accessibility, be it architectural, communicational, methodological, instrumental, programmatic or attitudinal. Thus, it is important that the school environment is welcoming, safe and comfortable and that schools can prevent everyone from being able to participate in activities in an integral way. In addition, class spaces and Physical Education teachers must provide for necessity, as limitations, as potential and the interests of each student, to guarantee the participation of all without excluding some. This studyaimed to analyze the process of school inclusion of people with disabilities, from the perspective of accessibility, from the understanding of Physical Education teachers. For this purpose, a survey was carried out and the state school and the municipal school that had the largest number of students with disabilities enrolled were selected. Two physical education teachers participated in the study, one from each school. Semi-structured interviews were conducted through the Google Meet platform, following a script that contained questions about inclusion, built from the dimensions of accessibility as proposed by Sassaki (2010). As a result, the teachers stated that schools do not include all students, however, they have taken actions to become inclusive. The teachers observed some facilities and difficulties, such as, for example, the exchange of knowledge with the Special Education teacher and the lack of accessibility. It also stood out, as an important factor for inclusion, that schools have a resource room, and having a Special Education teacher, in addition to the reframing of classes and the preparation of teachers with disabilities. Regarding the dimensions of accessibility, it was noted that it was not provided to all the students with disabilities in the studied schools and that the architectural dimension did not prove to be accessible for all disabilities. The teachers reported that their schools and their Physical Education classes provided the other dimensions of accessibility: communicational, methodological and attitudinal accessibility. In one of the schools, there was no instrumental accessibility, and in the other, some materials are accessible and others are adapted. As for programmatic accessibility, only one of the schools has it. Therefore, although schools do not provide all the dimensions of accessibility that are important for the inclusion process, they are taking actions to better serve students with disabilities and provide everyone with autonomy and independence in the school environment.