Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15753 |
Resumo: | ABSTRACT. The inclusion of children with disabilities in basic education has long been a topic of discussion within society. Marked by an exclusionary, segregational past, and considered trainable based on the preparatory-sports concepts of physical education, children have been gaining their space as subjects of rights and protagonists in their learning process. Thus, this study aims to analyze how scientific articles characterize the pedagogical work of physical education with children with disabilities within early childhood education. For this, an integrative review was carried out using the Redalyc database and the Capes Periodicals Portal, limited to the Scopus and Scielo databases. After applying the inclusion criteria, nine articles were selected. The productions point out possibilities for inclusion, such as collaborative work between teachers and families, play and games as a strategy to promote interaction between children, and university extension as a path to solidify initial formation. Thus, it can be concluded that the analyzed scientific articles recognize the importance of an inclusive approach in early childhood physical education, valuing the active and autonomous participation of children with disabilities in the learning process. |
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Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative reviewAnalysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative reviewAnálisis de las prácticas pedagógicas de la educación física con niños con discapacidades en el ámbito de la educación infantil: Una revisión integradoraAnalysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative reviewAnálise das práticas pedagógicas da educação física com crianças com deficiências no âmbito da educação infantil: Uma revisão integrativaABSTRACT. The inclusion of children with disabilities in basic education has long been a topic of discussion within society. Marked by an exclusionary, segregational past, and considered trainable based on the preparatory-sports concepts of physical education, children have been gaining their space as subjects of rights and protagonists in their learning process. Thus, this study aims to analyze how scientific articles characterize the pedagogical work of physical education with children with disabilities within early childhood education. For this, an integrative review was carried out using the Redalyc database and the Capes Periodicals Portal, limited to the Scopus and Scielo databases. After applying the inclusion criteria, nine articles were selected. The productions point out possibilities for inclusion, such as collaborative work between teachers and families, play and games as a strategy to promote interaction between children, and university extension as a path to solidify initial formation. Thus, it can be concluded that the analyzed scientific articles recognize the importance of an inclusive approach in early childhood physical education, valuing the active and autonomous participation of children with disabilities in the learning process.ABSTRACT. The inclusion of children with disabilities in basic education has long been a topic of discussion within society. Marked by an exclusionary, segregational past, and considered trainable based on the preparatory-sports concepts of physical education, children have been gaining their space as subjects of rights and protagonists in their learning process. Thus, this study aims to analyze how scientific articles characterize the pedagogical work of physical education with children with disabilities within early childhood education. For this, an integrative review was carried out using the Redalyc database and the Capes Periodicals Portal, limited to the Scopus and Scielo databases. After applying the inclusion criteria, nine articles were selected. The productions point out possibilities for inclusion, such as collaborative work between teachers and families, play and games as a strategy to promote interaction between children, and university extension as a path to solidify initial formation. Thus, it can be concluded that the analyzed scientific articles recognize the importance of an inclusive approach in early childhood physical education, valuing the active and autonomous participation of children with disabilities in the learning process.RESUMEN. La inclusión de niños con discapacidades en la educación básica es un tema que ha sido ampliamente discutido en la sociedad. Marcados por un pasado excluyente, segregacionista y considerados entrenables a partir de las concepciones deportivo-preparatorias de la educación física, los niños han estado ganando su espacio como sujetos de derechos y protagonistas en su proceso de aprendizaje. Por lo tanto, este estudio tiene como objetivo analizar cómo los artículos científicos caracterizan el trabajo pedagógico de la Educación Física con niños con discapacidades en el ámbito de la educación infantil. Para ello, se llevó a cabo una revisión integrativa aplicada en la base de datos de Redalyc y en el Portal de Periódicos de Capes, limitando las bases de datos a Scopus y Scielo. Después de aplicar los criterios de inclusión, se seleccionaron nueve artículos. Las producciones señalan posibilidades de inclusión, como el trabajo colaborativo entre profesores y familias, el juego y la diversión como estrategias para fomentar la interacción entre los niños y la extensión universitaria como un camino para solidificar la formación inicial. De esta manera, se puede concluir que los artículos científicos analizados reconocen la importancia de un enfoque inclusivo en la educación física infantil, valorando la participación activa y autónoma de los niños con discapacidad en el proceso de aprendizaje.ABSTRACT. The inclusion of children with disabilities in basic education has long been a topic of discussion within society. Marked by an exclusionary, segregational past, and considered trainable based on the preparatory-sports concepts of physical education, children have been gaining their space as subjects of rights and protagonists in their learning process. Thus, this study aims to analyze how scientific articles characterize the pedagogical work of physical education with children with disabilities within early childhood education. For this, an integrative review was carried out using the Redalyc database and the Capes Periodicals Portal, limited to the Scopus and Scielo databases. After applying the inclusion criteria, nine articles were selected. The productions point out possibilities for inclusion, such as collaborative work between teachers and families, play and games as a strategy to promote interaction between children, and university extension as a path to solidify initial formation. Thus, it can be concluded that the analyzed scientific articles recognize the importance of an inclusive approach in early childhood physical education, valuing the active and autonomous participation of children with disabilities in the learning process.A inclusão de crianças com deficiência na educação básica é um tema há muito discutido no bojo da sociedade. Marcadas por um passado excludente, segregacionista e consideradas treináveis a partir das concepções desportivo-preparatórias da educação física, as crianças vêm conquistando seu espaço enquanto sujeitos de direitos e protagonistas de seu processo de aprendizagem. Assim, este estudo objetiva analisar o modo como os artigos científicos caracterizam o trabalho pedagógico da educação física com crianças com deficiências no âmbito da educação infantil. Para isso, realizou-se uma revisão integrativa aplicada na base Redalyc e ao Portal de Periódicos da Capes, limitando às bases de dados Scopus e Scielo. Após a aplicação dos critérios de inclusão, selecionou-se nove artigos. As produções apontam possibilidades de inclusão, como o trabalho colaborativo entre os professores e as famílias, o jogo e a brincadeira como estratégia para promover a interação entre as crianças e a extensão universitária como um caminho de solidez na formação inicial de professores. Dessa forma, pode-se concluir que os artigos científicos analisados reconhecem a importância de uma abordagem inclusiva na educação física infantil, valorizando a participação ativa e autônoma das crianças com deficiência no processo de aprendizagem. Palavras-chave: educação infantil, educação inclusiva, crianças com deficiência, educação física. Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review ABSTRACT. The inclusion of children with disabilities in basic education has long been a topic of discussion within society. Marked by an exclusionary, segregational past, and considered trainable based on the preparatory-sports concepts of physical education, children have been gaining their space as subjects of rights and protagonists in their learning process. Thus, this study aims to analyze how scientific articles characterize the pedagogical work of physical education with children with disabilities within early childhood education. For this, an integrative review was carried out using the Redalyc database and the Capes Periodicals Portal, limited to the Scopus and Scielo databases. After applying the inclusion criteria, nine articles were selected. The productions point out possibilities for inclusion, such as collaborative work between teachers and families, play and games as a strategy to promote interaction between children, and university extension as a path to solidify initial formation. Thus, it can be concluded that the analyzed scientific articles recognize the importance of an inclusive approach in early childhood physical education, valuing the active and autonomous participation of children with disabilities in the learning process. Keywords: early childhood education, inclusive education, children with disabilities, physical education. Análisis de las prácticas pedagógicas de la educación física con niños con discapacidades en el ámbito de la educación infantil: Una revisión integradora RESUMEN. La inclusión de niños con discapacidades en la educación básica es un tema que ha sido ampliamente discutido en la sociedad. Marcados por un pasado excluyente, segregacionista y considerados entrenables a partir de las concepciones deportivo-preparatorias de la educación física, los niños han estado ganando su espacio como sujetos de derechos y protagonistas en su proceso de aprendizaje. Por lo tanto, este estudio tiene como objetivo analizar cómo los artículos científicos caracterizan el trabajo pedagógico de la Educación Física con niños con discapacidades en el ámbito de la educación infantil. Para ello, se llevó a cabo una revisión integrativa aplicada en la base de datos de Redalyc y en el Portal de Periódicos de Capes, limitando las bases de datos a Scopus y Scielo. Después de aplicar los criterios de inclusión, se seleccionaron nueve artículos. Las producciones señalan posibilidades de inclusión, como el trabajo colaborativo entre profesores y familias, el juego y la diversión como estrategias para fomentar la interacción entre los niños y la extensión universitaria como un camino para solidificar la formación inicial. De esta manera, se puede concluir que los artículos científicos analizados reconocen la importancia de un enfoque inclusivo en la educación física infantil, valorando la participación activa y autónoma de los niños con discapacidad en el proceso de aprendizaje. Palabras clave: Educación infantil, educación inclusiva, niños con discapacidades, educación física.Universidade Federal do Tocantins2023-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1575310.20873/uft.rbec.e15753Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15753Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15753Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15753Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15753Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e157532525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15753/21271https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15753/21272Copyright (c) 2023 Paulo Sergio Avelino dos Santos, Ricardo de Almeida Pimenta, Rodrigo Lema Del Rio Martinshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Paulo Sergio Avelino dosPimenta, Ricardo de AlmeidaMartins, Rodrigo Lema Del Rio2023-05-30T18:26:32Zoai:ojs.revista.uft.edu.br:article/15753Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2023-05-30T18:26:32Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review Análisis de las prácticas pedagógicas de la educación física con niños con discapacidades en el ámbito de la educación infantil: Una revisión integradora Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review Análise das práticas pedagógicas da educação física com crianças com deficiências no âmbito da educação infantil: Uma revisão integrativa |
title |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review |
spellingShingle |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review Santos, Paulo Sergio Avelino dos |
title_short |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review |
title_full |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review |
title_fullStr |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review |
title_full_unstemmed |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review |
title_sort |
Analysis of pedagogical practices in physical education with children with disabilities in the context of early childhood education: An integrative review |
author |
Santos, Paulo Sergio Avelino dos |
author_facet |
Santos, Paulo Sergio Avelino dos Pimenta, Ricardo de Almeida Martins, Rodrigo Lema Del Rio |
author_role |
author |
author2 |
Pimenta, Ricardo de Almeida Martins, Rodrigo Lema Del Rio |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Paulo Sergio Avelino dos Pimenta, Ricardo de Almeida Martins, Rodrigo Lema Del Rio |
description |
ABSTRACT. The inclusion of children with disabilities in basic education has long been a topic of discussion within society. Marked by an exclusionary, segregational past, and considered trainable based on the preparatory-sports concepts of physical education, children have been gaining their space as subjects of rights and protagonists in their learning process. Thus, this study aims to analyze how scientific articles characterize the pedagogical work of physical education with children with disabilities within early childhood education. For this, an integrative review was carried out using the Redalyc database and the Capes Periodicals Portal, limited to the Scopus and Scielo databases. After applying the inclusion criteria, nine articles were selected. The productions point out possibilities for inclusion, such as collaborative work between teachers and families, play and games as a strategy to promote interaction between children, and university extension as a path to solidify initial formation. Thus, it can be concluded that the analyzed scientific articles recognize the importance of an inclusive approach in early childhood physical education, valuing the active and autonomous participation of children with disabilities in the learning process. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
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publishedVersion |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15753 10.20873/uft.rbec.e15753 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15753 |
identifier_str_mv |
10.20873/uft.rbec.e15753 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15753/21271 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15753/21272 |
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http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15753 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15753 Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15753 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15753 Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e15753 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
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gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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