Banca de QUALIFICAÇÃO: ROGÉRIO ROMÁRIO LIMA DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROGÉRIO ROMÁRIO LIMA DOS SANTOS
DATE: 08/08/2025
TIME: 09:00
LOCAL: DEF - Remoto
TITLE:

NCLUSIVE PHYSICAL EDUCATION IN PUBLIC SCHOOLS: A TEACHER SELF-NARRATIVE IN ELEMENTARY EDUCATION II IN NATAL/RN

KEY WORDS:

School physical education; inclusion; teaching practice; pedagogical planning; autobiographical narrative.

PAGES: 34
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

Despite legal and political advances in favor of school inclusion, pedagogical practices still face significant challenges, especially in Physical Education classes, which have historically been marked by performance-based logic, body standardization, and veiled exclusion. This qualitative research adopts a self-narrative approach to critically analyze the experience of planning and conducting inclusive classes in Elementary School II at a public school in the northern region of Natal, Rio Grande do Norte. Drawing on my experience as a teacher-researcher, I sought to understand, narrate, and reflect on the journeys, tensions, and possibilities experienced in developing a more accessible, participatory, and diversity-sensitive pedagogical practice. Data were produced over thirty school weeks through reflective records, adapted lesson plans, and observations of daily school life. The strategies developed were based on the principles of Universal Design for Learning (UDL), Freire's critical pedagogy, and frameworks from Inclusive Education and Critical School Physical Education. The adaptations sought to expand the opportunities for participation of all students, respecting their uniqueness and promoting collective engagement. Throughout the process, significant transformations were observed in the pedagogical environment, with greater cooperation among students, appreciation of differences, and strengthening of formative bonds. The resulting educational product was the textbook "Planning to Include: A Practical Guide to Inclusive Physical Education in Elementary School II," validated by experts and based on research experiences. The material offers theoretical and practical support for teachers who wish to improve their practices with ethical intentionality and a commitment to equity. The experience analyzed demonstrates that, even in the face of structural limitations, it is possible to transform physical education in schools into a space of belonging, listening, and dignity, provided that teachers adopt a critical stance and are open to human diversity.

COMMITTEE MEMBERS:
Externo à Instituição - CESAR VIEIRA MARQUES FILHO
Presidente - ***.051.834-** - MACKSON LUIZ FERNANDES DA COSTA - UFF
Interno - 3099532 - MOALDECIR FREIRE DOMINGOS JUNIOR
Interna - 3220202 - RUBIANE GIOVANI FONSECA