Estratégias pedagógicas inclusivas no ensino da educação física escolar
Achieving inclusive Physical Education classes in schools has been the desire of many teachers of this curricular component. However, finding and developing strategies that make this path possible has often been a lonely journey without knowing what to do, based on trial, mistakes and successes,...
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Educação especial Educação física Escola - barreiras Acessibilidade Inclusão Formação continuada CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Educação especial Educação física Escola - barreiras Acessibilidade Inclusão Formação continuada CNPQ::CIENCIAS HUMANAS::EDUCACAO Silveira, Ana Aparecida Tavares da Estratégias pedagógicas inclusivas no ensino da educação física escolar |
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Achieving inclusive Physical Education classes in schools has been the desire of many teachers
of this curricular component. However, finding and developing strategies that make this path
possible has often been a lonely journey without knowing what to do, based on trial, mistakes
and successes, especially when the student has a disability. However, accessibility, participation
and learning for this target audience at school are a right guaranteed in the Brazilian Inclusion
Law, requiring teachers to develop pedagogical strategies that favor inclusion. In this
understanding, this study aims to analyze inclusive pedagogical strategies addressed in
collaborative continuing education meetings and their implications for the inclusion of students
with disabilities in teaching Physical Education at school. Specific objectives: identify
pedagogical strategies used by Physical Education teachers to make their classes accessible to
students with disabilities; systematize inclusive pedagogical strategies worked on in training
meetings according to the dimensions of accessibility: attitudinal, instrumental,
communicational and methodological; discuss the inclusive pedagogical strategies used in
Physical Education classes at school and the processes of reframing teaching practice; and
reflect on inclusive pedagogical strategies that consider the individual needs of students with
disabilities, as well as the specificities of their disabilities. This is collaborative research as it
involves, at the same time, investigation and training in a dialogical and dialectical
collaboration process on theoretical and practical knowledge of teaching. The nature of the
approach is qualitative and the data construction instruments were interviews, field journal and
systematic observation, which were analyzed using content analysis. Thirty Physical Education
teachers, who teach in elementary education at municipal schools in the city of Natal,
participated in the research. Several inclusive pedagogical strategies that favor the inclusion of
students with disabilities in Physical Education classes were identified in the literature and
teaching practices of the target audience, contributing to the systematization of these into
categories according to four dimensions of accessibility: attitudinal (categories : support
network, continued training from an inclusive perspective, peer tutor and awareness raising);
instrumental (categories: technologies and materials), communicational (categories:
interpersonal or face-to-face, written and digital); and methodological (categories: inclusive
planning, didactics and evaluation)., We identified specific subcategories within each of the
categories corresponding to their respective dimension, covering aspects such as materials,
written communication, skills, routine and family, among others. These subcategories enriched
discussions about inclusive pedagogical strategies in the context of school Physical Education,
by using concrete examples from experiences in continuing education and in classes taught in
the schools that were monitored. In conclusion the inclusive pedagogical strategies identified
in the research, experienced and debated in collaborative training meetings, observed in
teaching practices in schools and systematized in the dimensions of accessibility, constitute a
theoretical-practical basis that underlies the inclusive teaching of Physical Education at school
, giving it new meaning. This is because it offers teachers possible ways to identify and address
the barriers to inclusive teaching for students with disabilities in Physical Education classes,
indicating the most varied accessibility tools that pedagogical practice can offer. |
| author2 |
Dias, Maria Aparecida |
| author_facet |
Dias, Maria Aparecida Silveira, Ana Aparecida Tavares da |
| format |
doctoralThesis |
| author |
Silveira, Ana Aparecida Tavares da |
| author_sort |
Silveira, Ana Aparecida Tavares da |
| title |
Estratégias pedagógicas inclusivas no ensino da educação física escolar |
| title_short |
Estratégias pedagógicas inclusivas no ensino da educação física escolar |
| title_full |
Estratégias pedagógicas inclusivas no ensino da educação física escolar |
| title_fullStr |
Estratégias pedagógicas inclusivas no ensino da educação física escolar |
| title_full_unstemmed |
Estratégias pedagógicas inclusivas no ensino da educação física escolar |
| title_sort |
estratégias pedagógicas inclusivas no ensino da educação física escolar |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2024 |
| url |
https://repositorio.ufrn.br/handle/123456789/57363 |
| work_keys_str_mv |
AT silveiraanaaparecidatavaresda estrategiaspedagogicasinclusivasnoensinodaeducacaofisicaescolar |
| _version_ |
1790055913956048896 |
| spelling |
ri-123456789-573632024-01-22T21:48:29Z Estratégias pedagógicas inclusivas no ensino da educação física escolar Silveira, Ana Aparecida Tavares da Dias, Maria Aparecida https://orcid.org/0000-0001-6232-1940 http://lattes.cnpq.br/1654976696043039 http://lattes.cnpq.br/1131977255034974 Fonseca, Gessica Fabiely http://lattes.cnpq.br/2836927327702138 Surdi, Aguinaldo Cesar Chicon, José Francisco Silva, Maria das Graças Carvalho Educação especial Educação física Escola - barreiras Acessibilidade Inclusão Formação continuada CNPQ::CIENCIAS HUMANAS::EDUCACAO Achieving inclusive Physical Education classes in schools has been the desire of many teachers of this curricular component. However, finding and developing strategies that make this path possible has often been a lonely journey without knowing what to do, based on trial, mistakes and successes, especially when the student has a disability. However, accessibility, participation and learning for this target audience at school are a right guaranteed in the Brazilian Inclusion Law, requiring teachers to develop pedagogical strategies that favor inclusion. In this understanding, this study aims to analyze inclusive pedagogical strategies addressed in collaborative continuing education meetings and their implications for the inclusion of students with disabilities in teaching Physical Education at school. Specific objectives: identify pedagogical strategies used by Physical Education teachers to make their classes accessible to students with disabilities; systematize inclusive pedagogical strategies worked on in training meetings according to the dimensions of accessibility: attitudinal, instrumental, communicational and methodological; discuss the inclusive pedagogical strategies used in Physical Education classes at school and the processes of reframing teaching practice; and reflect on inclusive pedagogical strategies that consider the individual needs of students with disabilities, as well as the specificities of their disabilities. This is collaborative research as it involves, at the same time, investigation and training in a dialogical and dialectical collaboration process on theoretical and practical knowledge of teaching. The nature of the approach is qualitative and the data construction instruments were interviews, field journal and systematic observation, which were analyzed using content analysis. Thirty Physical Education teachers, who teach in elementary education at municipal schools in the city of Natal, participated in the research. Several inclusive pedagogical strategies that favor the inclusion of students with disabilities in Physical Education classes were identified in the literature and teaching practices of the target audience, contributing to the systematization of these into categories according to four dimensions of accessibility: attitudinal (categories : support network, continued training from an inclusive perspective, peer tutor and awareness raising); instrumental (categories: technologies and materials), communicational (categories: interpersonal or face-to-face, written and digital); and methodological (categories: inclusive planning, didactics and evaluation)., We identified specific subcategories within each of the categories corresponding to their respective dimension, covering aspects such as materials, written communication, skills, routine and family, among others. These subcategories enriched discussions about inclusive pedagogical strategies in the context of school Physical Education, by using concrete examples from experiences in continuing education and in classes taught in the schools that were monitored. In conclusion the inclusive pedagogical strategies identified in the research, experienced and debated in collaborative training meetings, observed in teaching practices in schools and systematized in the dimensions of accessibility, constitute a theoretical-practical basis that underlies the inclusive teaching of Physical Education at school , giving it new meaning. This is because it offers teachers possible ways to identify and address the barriers to inclusive teaching for students with disabilities in Physical Education classes, indicating the most varied accessibility tools that pedagogical practice can offer. Alcançar aulas de Educação Física inclusivas nas escolas tem sido o desejo de muitos/as docentes desse componente curricular. Contudo, encontrar e desenvolver estratégias que tornem esse caminho possível têm sido, muitas vezes, uma jornada solitária sem saber o que fazer, a base da tentativa, do erro e do acerto, principalmente quando o/a estudante tem deficiência. Todavia, a acessibilidade, a participação e o aprendizado desse público-alvo na escola são um direito garantido na Lei Brasileira de Inclusão, exigindo que docentes desenvolvam estratégias pedagógicas que favoreçam a inclusão. Nessa compreensão, o referido estudo tem por objetivo analisar estratégias pedagógicas inclusivas abordadas em encontros de formação continuada colaborativa e suas implicações para inclusão dos estudantes com deficiência no ensino da Educação Física escolar. Como objetivos específicos: identificar estratégias pedagógicas utilizadas pelos/as docentes de Educação Física para tornar suas aulas acessíveis aos/às estudantes com deficiência; sistematizar estratégias pedagógicas inclusivas trabalhadas em encontros formativos de acordo com as dimensões da acessibilidade: atitudinal, instrumental, comunicacional e metodológica; discutir as estratégias pedagógicas inclusivas trabalhadas nas aulas de Educação Física na escola e os processos de ressignificação da prática docente; e refletir sobre as estratégias pedagógicas inclusivas que considerem as necessidades individuais dos/as estudantes com deficiência, bem como as especificidades das suas deficiências. Trata-se de uma pesquisa colaborativa por envolver, ao mesmo tempo, a investigação e a formação em um processo de colaboração dialógico e dialético sobre os saberes teóricos e práticos da ação docente. A natureza da abordagem é qualitativa e os instrumentos de construção de dados foram entrevistas, diário de campo e observação sistemática, tendo sido analisados a partir da análise de conteúdo. Participaram da pesquisa trinta docentes de Educação Física que lecionam no ensino fundamental das escolas municipais da cidade do Natal. Foram identificadas na literatura e nas práticas docentes do público-alvo várias estratégias pedagógicas inclusivas que favorecem a inclusão do/a estudante com deficiência nas aulas de Educação Física, contribuindo para a sistematização destas em categorias de acordo com quatro dimensões da acessibilidade: atitudinal (categorias: rede de apoio, formação continuada na perspectiva inclusiva, par tutor/a e sensibilização); instrumental (categorias: tecnologias e materiais), comunicacional (categorias: interpessoal ou face a face, escrita e digital); e metodológica (categorias: planejamento inclusivo, didática e avaliação). No âmbito de cada uma das categorias, identificamos subcategorias específicas correspondentes à sua respectiva dimensão, abrangendo aspectos como materiais, comunicação escrita, habilidades, rotina e família, entre outros. Essas subcategorias enriqueceram as discussões sobre as estratégias pedagógicas inclusivas no contexto da Educação Física escolar, ao empregar exemplos concretos compostos de experiências vivenciadas em formações continuadas e nas aulas ministradas nas escolas que foram acompanhadas. Conclui-se que as estratégias pedagógicas inclusivas identificadas na pesquisa, vivenciadas e debatidas nos encontros formativos colaborativos, observadas nas práticas docentes nas escolas e sistematizadas nas dimensões da acessibilidade, se constituem uma base teórico-prática que fundamenta o ensino inclusivo da Educação Física na escola, ressignificando-o. Isso porque oferece aos/as docentes caminhos possíveis com perspectivas de identificar e enfrentar as barreiras postas ao ensino inclusivo do/a estudante com deficiência nas aulas de Educação Física, indicando as mais variadas possibilidades de acessibilidade que a prática pedagógica pode oferecer. 2024-01-22T21:47:54Z 2024-01-22T21:47:54Z 2023-08-14 doctoralThesis SILVEIRA, Ana Aparecida Tavares da. Estratégias pedagógicas inclusivas no ensino da educação física escolar. Orientadora: Dra. Maria Aparecida Dias. 2023. 254f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2023. https://repositorio.ufrn.br/handle/123456789/57363 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |