Significação do conceito de inclusão escolar para professores de educação física

Abstract

RESUMOO presente estudo teve por objetivo investigar a significação do conceito de Inclusão Escolar na concepção dos professores de Educação Física dos colégios municipais e estaduais do município de Marechal Cândido Rondon/PR. O estudo caracterizou-se como uma pesquisa de campo, de caráter descritivo, com abordagem quali-quantitativa. A amostra foi de 14 professores, com média de idade de 34 anos. O instrumento para coleta de dados foi um questionário elaborado pelos pesquisadores, com questões abertas. Os resultados encontrados no presente estudo apontaram que quando se trata do entendimento acerca da Inclusão Escolar, 57,2% dos professores percebem como "inclusão dos alunos com deficiência na turma regular"; 35,7% a percebem como "igualdade de oportunidades e direitos de participação para todos os alunos"; ao passo que somente um (1) docente relacionou o conceito de Inclusão Escolar com a "inclusão e participação de todos os alunos". Sabe-se que ainda serão necessárias muitas reflexões acerca da Inclusão Escolar, portanto, é imprescindível que além de continuar com pesquisas nesta área, se crie possibilidades de interação entre produção científica e os professores que estão nas escolas.Palavras-Chave: Inclusão escolar; Educação Física; Educação para todos. SIGNIFICANCE OF THE CONCEPT OF SCHOOL INCLUSION TO PHYSICAL EDUCATION TEACHERS ABSTRACTThe present study aimed investigating the significance of the concept involving School Inclusion in the Physical Education teacher's conception from colleges of Marechal Cândido Rondon, Paraná State. The study was characterized as a field research and descriptive with qualitative and quantitative approach. Participants were 14 teachers, aged approximately 34 years. The instrument used for data collection was a questionnaire prepared by the researcher with opened questions. The results of this study showed that, when it comes to understanding

Physical Education Classes and Inclusion of Children With Disability: Brazilian Teachers’ Perspectives

“…Our results are in line with previous studies that also indicated major flaws in the inclusion of students with disability in physical education classes (ALVES;DUARTE, 2013;MENDES;SÁ, 2011;FRANK et al, 2013;FALKENBACH et al, 2007;RODRIGUES;FERREIRA, 2013). Moreover, the findings of the present study advance this knowledge base by revealing factors related to the Brazilian educational context, such as the challenge to carry on longer inclusive education projects, the issue of having a high number of students per class, and the lack of supportive inclusion policies.…”

“…For example, studies have shown that students with disability associate physical education classes with negative experiences (BREDAHL, 2013), feeling excluded, experiencing limited participation, and even being totally segregated from their peers (ALVES; DUARTE, 2013;BLINDE;MCCALLISTER, 1998;MENDES;SÁ, 2011;WATKINSON, 2000;HAEGELE;SUTHERLAND, 2015;HUTZLER et al, 2002;FRANK et al, 2013;PLACE;HODGE, 2001;RODRIGUES;FERREIRA, 2013;FALKENBACH et al, 2007). Chicon, Mendes and Sá (2011) even described a case in which students with disability were excluded from general physical education classes and had to practice different activities without any clear educational meaning.…”

“…It is then reasonable to assume this reality is largely associated to failures in physical education teachers training (CHICON; MENDES; SÁ, 2011;FRANK et al, 2013;HAEGELE, SUTHERLAND, 2015;RODRIGUEZ;FERREIRA, 2013;FALKENBACH et al, 2007;MUNSTER, 2013). In fact, Block and Obrusnikova (2007) stated that physical education teachers in general do not feel prepared to teach children with disability.…”

“…Among Brazilian physical education teachers, there was no consensus related to the inclusion of all children in regular schools, as many felt that students with more severe disability should be educated in special schools (FRANK et al, 2013;FALKENBACH et al, 2007). The concept of educational inclusion is more connected to the presence of students with disability in schools and less associated to the broader understanding of high quality education for all students that is the key focus currently (BOOTH; AINSCOWN, 2012).…”

The view of the physical education teacher on the inclusion of students with disabilities in schools of the municipal education network of Rio de Janeiro

“…The studies by Boaro et al (2013), Fiorini and Manzini (2016), are similar in pointing out that most respondents understand that inclusion is to ensure the participation of students with disabilities in regular classes, having the same treatment and participating in the same activities as students without disabilities. The research of Barcelos et al (2020), highlights in the reports of teachers, the reference to the social function of the school, which permeates the teaching work and seeks social insertion.…”