Banca de DEFESA: GEYSA CACHATE ARAÚJO DE MENDONÇA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : GEYSA CACHATE ARAÚJO DE MENDONÇA
DATE: 19/12/2025
TIME: 15:00
LOCAL: Online
TITLE:

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KEY WORDS:

Inclusion; Physical Education; Individualized Educational Plan; Autism Spectrum Disorder

PAGES: 112
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The thesis investigates the Individualized Educational Plan (IEP) as a strategy for including students with Autism Spectrum Disorder (ASD) in Education classes, highlighting the scarcity of studies that articulate IEP, Physical Education, and autism. It argues that inclusion involves students’ active participation and continuously adjusted pedagogical practices supported by teacher training and collaborative work. The state of the art identifies the IEP as an important tool for guiding inclusive practices by articulating assessment, planning, and intervention, but also reveals gaps such as difficulties in collaborative planning, lack of adequate continuing education, and the absence of studies connecting IEP, Physical Education, and ASD. Consequently, the general objective was to implement and understand the process of constructing, applying, and analyzing the implications of a collaboratively developed IEP as an instrument of continuing education and support for the inclusion of students with ASD in Physical Education classes. The specific objectives included the development of a continuing education program in Inclusive Physical Education; the construction and validation of an IEP from a collaborative perspective; its application aligned with the BNCC; and the analysis of its implications for teaching practice and student participation. The methodology, applied in nature and qualitative in approach, was structured into four interdependent stages: (1) presentation of the study and initial diagnosis with municipal school teachers; (2) collaborative continuing education, organized in meetings that discussed inclusion, planning, and IEP construction; (3) practical application of the IEP by volunteer teachers, developed across three virtual meetings that reviewed the document, planned adaptations, and monitored its implementation in classes; and (4) reflective evaluation through a focus group, discourse analysis, and validation of the instrument (including calculation of the Content Validity Coefficient). The research followed all ethical guidelines and included voluntary teacher participation. The results showed significant advances in the use of the IEP as an inclusion tool. Collaborative training improved joint planning, professional dialogue, and the identification of participation barriers in classes. The application of the IEP generated more adequate activities, greater participation of students with ASD, and more sensitive pedagogical practices. The validation of the instrument confirmed its clarity and relevance, and teachers reported increased confidence and transformation in their inclusive practices. The thesis concludes that continuing education on the IEP, built collaboratively and applied in practice, strengthens the inclusion of students with ASD in Physical Education. The IEP proved effective when integrated into class planning, school team work, and dialogue with families. The study reinforces the need for ongoing training policies, teacher collaboration, and evidence-based practices to consolidate a more inclusive and belonging-oriented Physical Education.

COMMITTEE MEMBERS:
Presidente - 1714249 - MARIA APARECIDA DIAS
Interna - 3144003 - GESSICA FABIELY FONSECA
Interna - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Externa ao Programa - 3066387 - SARA MARIA PINHEIRO PEIXOTO - UFRNExterna à Instituição - DANDARA QUEIROGA DE OLIVEIRA SOUSA - UERN
Externa à Instituição - IALUSKA GUERRA - IFCE
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ