Educação física inclusiva: um estudo sobre as dificuldades e experiências dos docentes no processo inclusivo de alunos em Uruguaiana-RS

Abstract

The present work arises from the need to provide materials and methods that assist teachers in the inclusion of people with disabilities in Physical Education classes, since this theme is usually discussed and unlike other approaches of the discipline, there are not many reliable materials, or at least already tested, theoretically nor practical, the disposition of teachers. Taking into account also that, even though access to education for all is ensured in article 205 of the Federal Constitution and considering that the disabled student should be included in the regular system of education with conditions for learning and social participation within the school context (ALVES , Wakinson (2000), PLACE (HODGE, 2000), and the role of social interaction with the class (ALVES, 2009, GOODWIN, WAKINSON, 2000) 2001), including and perhaps more worryingly, the lack of knowledge of the teacher who often intends to carry out the inclusion but did not have access to information that would allow this competence. In this aspect, the aim of this work is to understand the barriers of inclusive physical education, taking into account the knowledge of teachers from Uruguaiana-RS, who have experience with the subject, listening to their difficulties in developing the work and the solutions they find for such practice, as well as providing help to all who seek ways to include their students and do not know how to do so through a primer of activities based on the practical experiences of these teachers.