Banca de DEFESA: DANDARA QUEIROGA DE OLIVEIRA SOUSA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : DANDARA QUEIROGA DE OLIVEIRA SOUSA
DATE: 20/12/2024
TIME: 14:00
LOCAL: CENTRO DE EDUCAÇÃO
TITLE:

ADVENTURE AND EDUCATION: PEDAGOGICAL GUIDELINES FOR SCHOOL PHYSICAL EDUCATION FROM AN INCLUSIVE PERSPECTIVE

KEY WORDS:

School Physical Education; Inclusion; Adventure; People with disabilities

PAGES: 187
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Psicologia Educacional
SUMMARY:

Over the years, Adventure Bodily Practices (PCA) have become more of a leisure activity, and these experiences have led to them being taught in School Physical Education (PE). With the implementation of the National Common Core Curriculum (BNCC), the importance of teacher training being qualified for this has grown. In the meantime, after carrying out research, we found that the training of graduates of the Physical Education (PE) course at the Rio Grande do Norte State University (UERN), Pau dos Ferros Advanced Campus (CAPF) was weak in terms of including people with disabilities (PWD) in PE classes when the thematic unit to be covered is PCA. Hoping to contribute to the social and academic context, we developed a professional refresher course as a continuing education strategy, based on action research. In this sense, it is an applied research, with a qualitative and descriptive approach, in which we present our thesis: the teaching of PCA for PWD can contribute to the proposition of methodological guidelines from an inclusive perspective for PE. To this end, we outlined the following objectives: general: To understand how the teaching of PCA for PWD can contribute to the proposition of methodological guidelines from an inclusive perspective for School Physical Education; and, specific: 1) Map the specific demands for a continuing education proposal, based on the relationship between education from an inclusive perspective and the teaching of adventure in School Physical Education; 2) Describe the teaching of PCA from the inclusive perspective of the PWD; and, 3) Systematize methodological guidelines for teaching PCA built from continuing education with teachers contributing to the inclusion of the PWD in the school context. Our research instrument was the field diary drawn up by the subjects and, based on the application of categorical content analysis techniques, we dialogued with three analytical categories: 1) Risk management in the adventure of including people with disabilities; 2) Individualized Educational Plan as a risk management tool; and 3) Partnerships in the adventure of inclusion. The results and inferences indicate that the dialogue between these two ways of planning and materializing risk management and the inclusion of people with disabilities, when combined with the possibilities of partnerships with the school community, can make a significant contribution to PE from an inclusive perspective, and it is precisely this combination of factors that materializes the proposed pedagogical guidelines

COMMITTEE MEMBERS:
Externa à Instituição - DISNEYLÂNDIA MARIA RIBEIRO - UERN
Interna - 3144003 - GESSICA FABIELY FONSECA
Presidente - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ
Externa ao Programa - 1872928 - PRISCILLA PINTO COSTA DA SILVA - null