Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor

Detalhes bibliográficos
Autor(a) principal: Fiorini, Maria Luiza Salzani [UNESP]
Data de Publicação: 2014
Outros Autores: Manzini, Eduardo José [UNESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/S1413-65382014000300006
http://hdl.handle.net/11449/114307
Resumo: When teachers are faced with students with disabilities in regular schools, their physical education classes do not run smoothly.Thus, this study aimed to identify the difficulties faced by physical education teachers as they include students with disabilities, and suggest actions and content based on these difficulties intending to promote teacher development. Seventeen physical education teachers who worked in schools from 1st to 5th grade participated in the study. They were divided into two groups: morning and afternoon. Three meetings for each group of teachers were conducted. In two of these meetings, information was collected through Focus Groups, and in another meeting, information was presented to the participants. Content analysis of the categorical type was carried out. From this analysis, categories emerged related to difficulties regarding: 1) training, 2) school administration issues, 3) the student 4) diagnosis; 5) family; 6) teaching resources; 7) teaching strategies; 8) Physical Education. Given the results, several proposals were suggested and content to improve the teachers' development. We concluded that when suggesting a program for training teachers of Physical Education focusing on inclusion, one must identify and acknowledge the difficulties that emerge, since the teachers reported that it was not enough to know what to do in order to include or to know what resources to select. There were other issues to consider, such as administrative issues, family issues or aspects related to how the school was structured.
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spelling Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professorInclusion of students with disabilities in physical education classes: identifying difficulties, actions, and contents to provide training of teachersEducação EspecialEducação FísicaDificuldadesFormação de ProfessorSpecial EducationPhysical EducationDifficultiesTeacher DevelopmentWhen teachers are faced with students with disabilities in regular schools, their physical education classes do not run smoothly.Thus, this study aimed to identify the difficulties faced by physical education teachers as they include students with disabilities, and suggest actions and content based on these difficulties intending to promote teacher development. Seventeen physical education teachers who worked in schools from 1st to 5th grade participated in the study. They were divided into two groups: morning and afternoon. Three meetings for each group of teachers were conducted. In two of these meetings, information was collected through Focus Groups, and in another meeting, information was presented to the participants. Content analysis of the categorical type was carried out. From this analysis, categories emerged related to difficulties regarding: 1) training, 2) school administration issues, 3) the student 4) diagnosis; 5) family; 6) teaching resources; 7) teaching strategies; 8) Physical Education. Given the results, several proposals were suggested and content to improve the teachers' development. We concluded that when suggesting a program for training teachers of Physical Education focusing on inclusion, one must identify and acknowledge the difficulties that emerge, since the teachers reported that it was not enough to know what to do in order to include or to know what resources to select. There were other issues to consider, such as administrative issues, family issues or aspects related to how the school was structured.O transcorrer habitual das aulas de Educação Física não parece tranquilo quando o professor defronta-se com alunos com deficiência, principalmente no ensino regular. Nesse sentido, objetivou-se identificar as dificuldades encontradas por professores de Educação Física para incluir alunos com deficiência e sugerir ações e conteúdos a partir dessas dificuldades com a intenção de promover a formação dos professores. Participaram da pesquisa 17 professores de Educação Física que atuavam em escolas, do 1° ao 5° ano, divididos em dois grupos: manhã e tarde. Três encontros para cada grupo de professores foram realizados. Em dois encontros foram coletadas informações por meio de Grupo Focal e, no outro encontro, as informações foram apresentadas aos participantes. Realizou-se uma análise de conteúdo do tipo categorial. Dessa análise emergiram oito categorias de dificuldades atribuídas: 1) à Formação; 2) à questão Administrativo-escolar; 3) ao Aluno; 4) ao Diagnóstico; 5) à Família; 6) ao Recurso Pedagógico; 7) à Estratégia de ensino; 8) à Educação Física. Diante dos resultados foram sugeridas ações e conteúdos para promover a formação dos professores. Conclui-se que, ao propor uma formação para professores de Educação Física, com foco na inclusão educacional, é preciso identificar e assumir as dificuldades encontradas, uma vez que os professores relataram que a dificuldade não era, somente, saber o que fazer para incluir, ou qual recurso selecionar, mas que havia outras questões, como, as administrativas, as familiares e as decorrentes da estrutura escolar.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Unesp Programa de Pós-graduação em EducaçãoUnesp Programa de Pós-graduação em Educação Departamento de Educação EspecialUnesp Programa de Pós-graduação em EducaçãoUnesp Programa de Pós-graduação em Educação Departamento de Educação EspecialAssociação Brasileira de Pesquisadores em Educação Especial - ABPEEUniversidade Estadual Paulista (Unesp)Fiorini, Maria Luiza Salzani [UNESP]Manzini, Eduardo José [UNESP]2015-02-02T12:39:25Z2015-02-02T12:39:25Z2014-09-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article387-404application/pdfhttp://dx.doi.org/10.1590/S1413-65382014000300006Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 20, n. 3, p. 387-404, 2014.1413-6538http://hdl.handle.net/11449/11430710.1590/S1413-65382014000300006S1413-65382014000300006S1413-65382014000300006.pdf9155295594995876SciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Brasileira de Educação Especial0,197info:eu-repo/semantics/openAccess2024-08-08T20:28:35Zoai:repositorio.unesp.br:11449/114307Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T20:28:35Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
Inclusion of students with disabilities in physical education classes: identifying difficulties, actions, and contents to provide training of teachers
title Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
spellingShingle Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
Fiorini, Maria Luiza Salzani [UNESP]
Educação Especial
Educação Física
Dificuldades
Formação de Professor
Special Education
Physical Education
Difficulties
Teacher Development
title_short Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
title_full Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
title_fullStr Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
title_full_unstemmed Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
title_sort Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor
author Fiorini, Maria Luiza Salzani [UNESP]
author_facet Fiorini, Maria Luiza Salzani [UNESP]
Manzini, Eduardo José [UNESP]
author_role author
author2 Manzini, Eduardo José [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Fiorini, Maria Luiza Salzani [UNESP]
Manzini, Eduardo José [UNESP]
dc.subject.por.fl_str_mv Educação Especial
Educação Física
Dificuldades
Formação de Professor
Special Education
Physical Education
Difficulties
Teacher Development
topic Educação Especial
Educação Física
Dificuldades
Formação de Professor
Special Education
Physical Education
Difficulties
Teacher Development
description When teachers are faced with students with disabilities in regular schools, their physical education classes do not run smoothly.Thus, this study aimed to identify the difficulties faced by physical education teachers as they include students with disabilities, and suggest actions and content based on these difficulties intending to promote teacher development. Seventeen physical education teachers who worked in schools from 1st to 5th grade participated in the study. They were divided into two groups: morning and afternoon. Three meetings for each group of teachers were conducted. In two of these meetings, information was collected through Focus Groups, and in another meeting, information was presented to the participants. Content analysis of the categorical type was carried out. From this analysis, categories emerged related to difficulties regarding: 1) training, 2) school administration issues, 3) the student 4) diagnosis; 5) family; 6) teaching resources; 7) teaching strategies; 8) Physical Education. Given the results, several proposals were suggested and content to improve the teachers' development. We concluded that when suggesting a program for training teachers of Physical Education focusing on inclusion, one must identify and acknowledge the difficulties that emerge, since the teachers reported that it was not enough to know what to do in order to include or to know what resources to select. There were other issues to consider, such as administrative issues, family issues or aspects related to how the school was structured.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-01
2015-02-02T12:39:25Z
2015-02-02T12:39:25Z
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format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/S1413-65382014000300006
Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 20, n. 3, p. 387-404, 2014.
1413-6538
http://hdl.handle.net/11449/114307
10.1590/S1413-65382014000300006
S1413-65382014000300006
S1413-65382014000300006.pdf
9155295594995876
url http://dx.doi.org/10.1590/S1413-65382014000300006
http://hdl.handle.net/11449/114307
identifier_str_mv Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 20, n. 3, p. 387-404, 2014.
1413-6538
10.1590/S1413-65382014000300006
S1413-65382014000300006
S1413-65382014000300006.pdf
9155295594995876
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dc.publisher.none.fl_str_mv Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
publisher.none.fl_str_mv Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
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