Banca de DEFESA: ROGÉRIO ROMÁRIO LIMA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ROGÉRIO ROMÁRIO LIMA DOS SANTOS
DATE: 31/10/2025
TIME: 09:30
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 of students with disabilities; pedagogical planning; teaching practice.

 

PAGES: 79
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

The inclusion of students with disabilities, although supported by national and
international legislation, still faces significant barriers in the daily life of public schools—
particularly in Physical Education classes, historically marked by selective practices,
technical performance demands, and subtle forms of exclusion. This qualitative study
analyzed lesson plans produced over thirty school weeks in a municipal school in the
North Zone of Natal/RN, with classes from the 6th to the 9th grade of Lower Secondary
Education. These documents, more than bureaucratic records, reflect pedagogical
conceptions, dilemmas, and methodological choices that reveal how the inclusion of
students with disabilities was envisioned, challenged, and reimagined in teachers’
planning. The study draws on frameworks from Inclusive Education (Mantoan, 2003;
Sassaki, 2006; Stainback & Stainback, 1999; Ainscow, 2009), Freirean critical
pedagogy (Freire, 1996, 2011), critical school-based Physical Education (Kunz, 2009;
Chicon, 2008; Darido, 2012), and the principles of Universal Design for Learning – UDL
(CAST, 2018). The analysis revealed that inclusive planning—grounded in listening,
flexibility, cooperation, and accessibility—is a process under constant negotiation,
marked by mistakes, learning, and reinvention. The lesson plans highlighted significant
shifts, such as moving from proposals centered on technical performance to practices
that valued multiple forms of participation. While some persistent challenges were
identified, they did not prevent the creation of creative and democratic pedagogical
alternatives. As an educational resource, the teaching guide Planejar para Incluir: Guia
Prático de Educação Física Inclusiva no Ensino Fundamental II was developed,
comprising legal frameworks, pedagogical strategies, accessible resources, and
assessment tools. The material seeks to foster reflection, inspire adaptations, and
strengthen teacher education for a more democratic, critical, and humanized Physical
Education. The findings underscore that inclusion goes beyond occasional
adaptations; it requires from teachers an ethical, political, and sensitive stance capable
of transforming planning into a space of resistance, pedagogical invention, and the
affirmation of rights.

 

COMMITTEE MEMBERS:
Externa à Instituição - ADRIANA MACHADO PENNA - UFF
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