Educação física escolar: motivações e conflitos na atuação profissional no atendimento às pessoas com deficiência

• Autor(a) principal: Pelição, Taís [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203151; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000913121.pdf
• topic: Educação física para deficientes; Escolas; Pessoas com deficiência; Professores de educação fisica; Schools

This Final Paper focused on the analysis of point of views from graduated Physical Education (FE, in Portuguese) professionals about the inclusion of People with Disabilities (PCDs, in Portuguese) in their classes and from professionals that are attending a bachelor Physical Education course, about how graduation can or cannot help preparing abilities to work with PCDs in Educational Physical Education (EFE, in Portuguese). Considering that EF only recently begun worrying about including its PCDs students, these themes are now mandatory in schools and universities. Disability has been talked about and treated with exclusion and segregation, but this has changed since the 90's, with discussions about integration. EF teachers must assure that all students, with or without disabilities, assimilate the feeling and relate with the Movement Body Culture (CCM, in Portuguese). Besides, EF subsidizes the corporal practice, through experiences and physical and psychological development of the students. For that, the teacher is appointed as a key element, but they lack preparation and support for the PCD education, highlighting the need of services related to inclusion, mainly those teachers that are yet in developing competences. This paper's objective was to identify motivations from in-training professionals and the conflicts from working ones regarding PCDs in EFE classes. The intention was to compare two groups and elaborate items to improve the real inclusion of those students. For that, we collected data from 15 trained professionals and other 15 in-training ones. The results showed that there are conflicts between teachers and graduates; that motivations are centered and observed in study and enhancement aspects; that teachers put into practice the inclusion, but graduates affirm no PCDs are found in internships; besides, the bigger part of teachers do continued formation ... (Complete abstract electronic acess below)