Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE)
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/24521 |
Resumo: | The Physical Education course is of fundamental importance to the development of children and teenagers. The Brazilian educational policy has been guided by the principle of scholar inclusion or inclusive education, comprising all diversity of students, particularly in public schools. Among these students are also those who have disability and special educational needs. With this research one tried to analyze how the inclusion process of students with disabilities has been happening in Physical Education classes according to teachers, as well as to identify main needs of teachers for the development of a satisfactory job regarding inclusion of students with physical, visual, hearing, intellectual or multiple disability. Therefore, a research was done in four out of the six Regional Boards of Fortaleza (CE), encompassing 88 Physical Education teachers who had a student with some of these deficiencies. Qualitative and quantitative approaches were used, in which a questionnaire with open and closed questions answered by all teachers, as well as semi-structured interviews with 10% of participants, were used as data collection instruments. The results indicated important factors related to the inclusion process of students with disabilities, such as: the highest number of teachers, 33% of teachers, had moderate knowledge about their student's disability; 40.9% found moderate the participation of parents or responsible in daily scholar life of students with disabilities; 42% receive much support from the school in carrying out their educational activities and are completely concerned with the peculiarities of their students with disabilities; 39.8% respect their limits and difficulties and evaluate as moderate the participation of students in their classes. One concludes that the type of disability and the degree of limitation are directly proportional to the level of participation in class and that the excitement and creativity of teachers, the school structure and parental support are significant for a successful scholar inclusion. One believes that the results obtained may subsidize important decisions from the Municipal Secretariat of Education of Fortaleza, as well as from teachers, parents, relatives and students. |
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2016-03-15T19:41:19Z2020-05-28T18:09:17Z2013-03-012020-05-28T18:09:17Z2012-12-13GOMES, Ana Elizabeth Gondim. Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE). 2012. 147 f. Tese (Doutorado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2012.http://dspace.mackenzie.br/handle/10899/24521The Physical Education course is of fundamental importance to the development of children and teenagers. The Brazilian educational policy has been guided by the principle of scholar inclusion or inclusive education, comprising all diversity of students, particularly in public schools. Among these students are also those who have disability and special educational needs. With this research one tried to analyze how the inclusion process of students with disabilities has been happening in Physical Education classes according to teachers, as well as to identify main needs of teachers for the development of a satisfactory job regarding inclusion of students with physical, visual, hearing, intellectual or multiple disability. Therefore, a research was done in four out of the six Regional Boards of Fortaleza (CE), encompassing 88 Physical Education teachers who had a student with some of these deficiencies. Qualitative and quantitative approaches were used, in which a questionnaire with open and closed questions answered by all teachers, as well as semi-structured interviews with 10% of participants, were used as data collection instruments. The results indicated important factors related to the inclusion process of students with disabilities, such as: the highest number of teachers, 33% of teachers, had moderate knowledge about their student's disability; 40.9% found moderate the participation of parents or responsible in daily scholar life of students with disabilities; 42% receive much support from the school in carrying out their educational activities and are completely concerned with the peculiarities of their students with disabilities; 39.8% respect their limits and difficulties and evaluate as moderate the participation of students in their classes. One concludes that the type of disability and the degree of limitation are directly proportional to the level of participation in class and that the excitement and creativity of teachers, the school structure and parental support are significant for a successful scholar inclusion. One believes that the results obtained may subsidize important decisions from the Municipal Secretariat of Education of Fortaleza, as well as from teachers, parents, relatives and students.A Educação Física Escolar é disciplina de fundamental importância para o desenvolvimento de crianças e adolescentes. A política educacional brasileira se norteia pelo princípio da inclusão escolar ou educação inclusiva, abrangendo toda a diversidade de alunos, especialmente na escola pública. Nesse alunado, estão também os que têm alguma deficiência e apresentam necessidades educacionais especiais. Com esta investigação, procurou-se analisar como ocorre o processo de inclusão de alunos com deficiência nas aulas de Educação Física sob o ponto de vista dos professores, bem como identificar as principais necessidades docentes para o desenvolvimento de um trabalho satisfatório em relação à inclusão de alunos com deficiência física, visual, auditiva, intelectual ou múltipla. Para tanto, foi realizada pesquisa em quatro das seis Secretarias Executivas Regionais de Fortaleza (CE), envolvendo 88 professores de Educação Física que tinham algum aluno com alguma dessas deficiências. Adotaram-se abordagens qualitativa e quantitativa, tendo como instrumentos de coleta de dados um questionário, contendo questões abertas e fechadas, respondido por todos, bem como entrevista semi estruturada com 10% dos participantes. Os resultados apontaram importantes fatores relacionados ao processo de inclusão dos alunos com deficiência, tais como: o maior número de professores, o percentual de 33% dos professores apresentou conhecimento moderado sobre a deficiência do seu aluno; 40,9% consideram moderada a participação de pais ou responsáveis no cotidiano escolar do aluno com deficiência; 42% recebem muito apoio da escola no desempenho de suas atividades didáticas e se preocupam completamente com as peculiaridades do seu aluno com deficiência; 39,8% respeitam os seus limites e dificuldades e avaliam como moderada a participação dos alunos em suas aulas. Conclui-se que o tipo de deficiência e o grau de limitação do aluno está diretamente proporcional ao nível de participação nas aulas e que o interesse e a criatividade do professor, grau de instrução e conhecimento, a estrutura da escola e o apoio dos pais ou responsáveis são significativos para a inclusão escolar proveitosa. Acredita-se que os resultados obtidos poderão subsidiar importantes decisões relativas a Educação Física Escolar, tanto de gestores educacionais e escolares, quanto dos professores, pais, familiares e alunos.Fundo Mackenzie de Pesquisaapplication/pdfporUniversidade Presbiteriana MackenzieDistúrbios do DesenvolvimentoUPMBRPsicologiaalunos com deficiênciaescola públicainclusão escolarnecessidades educacionais especiaisprofessores de educação físicastudents with disabilitiespublic schoolscholar inclusionspecial educational needsphysical Education teachersCNPQ::CIENCIAS HUMANAS::PSICOLOGIAInclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisMazzotta, Marcos José da Silveirahttp://lattes.cnpq.br/8192357535076113Bueno, José Geraldo Silveirahttp://lattes.cnpq.br/7661176986869406Rodrigues, Graciele Massolihttp://lattes.cnpq.br/2769145171001675Assis, Silvana Maria Blascovi dehttp://lattes.cnpq.br/6553900966729412Carvalho, Sueli Galego dehttp://lattes.cnpq.br/1645252855599015http://lattes.cnpq.br/7317517919299150Gomes, Ana Elizabeth Gondimhttp://tede.mackenzie.br/jspui/retrieve/3680/Ana%20Elizabeth%20Gondim%20Gomes.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/1770/1/Ana%20Elizabeth%20Gondim%20Gomes.pdfinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/245212020-05-28 15:09:17.092Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) |
title |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) |
spellingShingle |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) Gomes, Ana Elizabeth Gondim alunos com deficiência escola pública inclusão escolar necessidades educacionais especiais professores de educação física students with disabilities public school scholar inclusion special educational needs physical Education teachers CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) |
title_full |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) |
title_fullStr |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) |
title_full_unstemmed |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) |
title_sort |
Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE) |
author |
Gomes, Ana Elizabeth Gondim |
author_facet |
Gomes, Ana Elizabeth Gondim |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mazzotta, Marcos José da Silveira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8192357535076113 |
dc.contributor.referee1.fl_str_mv |
Bueno, José Geraldo Silveira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7661176986869406 |
dc.contributor.referee2.fl_str_mv |
Rodrigues, Graciele Massoli |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2769145171001675 |
dc.contributor.referee3.fl_str_mv |
Assis, Silvana Maria Blascovi de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6553900966729412 |
dc.contributor.referee4.fl_str_mv |
Carvalho, Sueli Galego de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1645252855599015 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7317517919299150 |
dc.contributor.author.fl_str_mv |
Gomes, Ana Elizabeth Gondim |
contributor_str_mv |
Mazzotta, Marcos José da Silveira Bueno, José Geraldo Silveira Rodrigues, Graciele Massoli Assis, Silvana Maria Blascovi de Carvalho, Sueli Galego de |
dc.subject.por.fl_str_mv |
alunos com deficiência escola pública inclusão escolar necessidades educacionais especiais professores de educação física |
topic |
alunos com deficiência escola pública inclusão escolar necessidades educacionais especiais professores de educação física students with disabilities public school scholar inclusion special educational needs physical Education teachers CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
students with disabilities public school scholar inclusion special educational needs physical Education teachers |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
The Physical Education course is of fundamental importance to the development of children and teenagers. The Brazilian educational policy has been guided by the principle of scholar inclusion or inclusive education, comprising all diversity of students, particularly in public schools. Among these students are also those who have disability and special educational needs. With this research one tried to analyze how the inclusion process of students with disabilities has been happening in Physical Education classes according to teachers, as well as to identify main needs of teachers for the development of a satisfactory job regarding inclusion of students with physical, visual, hearing, intellectual or multiple disability. Therefore, a research was done in four out of the six Regional Boards of Fortaleza (CE), encompassing 88 Physical Education teachers who had a student with some of these deficiencies. Qualitative and quantitative approaches were used, in which a questionnaire with open and closed questions answered by all teachers, as well as semi-structured interviews with 10% of participants, were used as data collection instruments. The results indicated important factors related to the inclusion process of students with disabilities, such as: the highest number of teachers, 33% of teachers, had moderate knowledge about their student's disability; 40.9% found moderate the participation of parents or responsible in daily scholar life of students with disabilities; 42% receive much support from the school in carrying out their educational activities and are completely concerned with the peculiarities of their students with disabilities; 39.8% respect their limits and difficulties and evaluate as moderate the participation of students in their classes. One concludes that the type of disability and the degree of limitation are directly proportional to the level of participation in class and that the excitement and creativity of teachers, the school structure and parental support are significant for a successful scholar inclusion. One believes that the results obtained may subsidize important decisions from the Municipal Secretariat of Education of Fortaleza, as well as from teachers, parents, relatives and students. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-12-13 |
dc.date.available.fl_str_mv |
2013-03-01 2020-05-28T18:09:17Z |
dc.date.accessioned.fl_str_mv |
2016-03-15T19:41:19Z 2020-05-28T18:09:17Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
GOMES, Ana Elizabeth Gondim. Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE). 2012. 147 f. Tese (Doutorado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/24521 |
identifier_str_mv |
GOMES, Ana Elizabeth Gondim. Inclusão de alunos com deficiência nas aulas de educação física escolar em escolas públicas municipais de Fortaleza (CE). 2012. 147 f. Tese (Doutorado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2012. |
url |
http://dspace.mackenzie.br/handle/10899/24521 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Presbiteriana Mackenzie |
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Distúrbios do Desenvolvimento |
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UPM |
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BR |
dc.publisher.department.fl_str_mv |
Psicologia |
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Universidade Presbiteriana Mackenzie |
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