The work of the teacher of physical education with the student with disabilities in regular education

• Autor(a) principal: Souza, Sabrina de
• Data de Publicação: 2019
• Outros Autores: Duek, Viviane Preichard, Benites, Larissa Cerignoni
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno de Educação Física e Esporte
• Texto Completo: https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/21295
• topic: Trabalho docente; Professor; Inclusão; Teachers’ work; Continuing Education, Teachers, Technological Resources, Pedagogical Practice.; Disabilities

Objective: To identify aspects of academic production in the area of Physical Education in front of the teaching work in front of students with disabilities in regular schools. Method: This study is a qualitative, descriptive research that used the documentary research strategy. The search privileged the Scielo platform and CAPES journals, presenting eight terms combined by the ‘and’ operator and as inclusion criteria the articles published in the last ten years and found in the Portuguese language. Results: Resulting in 53 articles that composed the documentary collection of the study. The data analysis was qualitatively descriptive using the process of reading, coding and categorization, which made it possible to discuss the data in two axes: (1) The school faced the demands of inclusion, where it was pointed out to the issues inherent in school, and; (2) The perceptions of Physical Education teachers, where the different types of perceptions that teachers have when it comes to working with inclusion and with students with disabilities within regular education are raised. Conclusion: As a final consideration it is revealed that aspects such as the conditions of school spaces and material resources, difficulties, professional training, confrontations of the pedagogical practice, vision of and about students and the role of Physical Education have a broad emphasis on literature, understanding the aspects of the teacher’s work and their relationship with the challenges of teaching in situations of inclusion, presenting a scenario of difficulties, but above all possibilities and overcomes.