Banca de DEFESA: SAMUEL DE LIMA CIPRIANO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SAMUEL DE LIMA CIPRIANO
DATE: 20/02/2026
TIME: 10:00
LOCAL: Departamento de Educação Física / Universidade Federal do Rio Grande do Norte
TITLE:

Physical Education in Schools: Conceptions and Experiences of Students with Intellectual Disabilities in the Municipality of Bom Jesus-RN

KEY WORDS:

School Physical Education; Intellectual Disability; Inclusion; Active Listening; Experiences; Social Interaction.

PAGES: 91
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

This dissertation investigated the conceptions and experiences of students with Intellectual Disability (ID) in Physical Education classes in Bom Jesus-RN, analyzing challenges and possibilities. The research, with a descriptive-qualitative approach, used Bardin's (2004) Content Analysis to explore the perspectives of five students with ID (mild or moderate level) from Elementary School II. Semi-structured interviews were conducted, with adaptations to ensure clarity and comfort for the participants. The data analysis generated three thematic categories: "Perception and affectivity in relation to PE", "Experiences and participation in PE classes" and "Social interaction and support in the context of PE". The results indicated that Physical Education (PE) is mostly perceived as an enjoyable subject, associated with feelings of joy, excitement, and well-being, often being referred to as the "favorite class." Students also demonstrated awareness of the benefits of PE for physical and mental health, perceiving it as a "relief" element in the school routine. Regarding experiences and participation, a clear preference for team sports, popular games, and a desire for diversification of modalities was observed. However, significant challenges were identified, such as physical limitations (injuries) and cognitive difficulties in understanding instructions, which impact effective participation. The perceived difficulty of the classes ranged from "easy" to "medium," suggesting the need for an adjusted pedagogical balance. Social interaction and support emerged as fundamental pillars, highlighting a unanimous preference for "group" activities, justified by the perception that individual practice "is not very good." Support from teachers and peers was considered crucial; however, the intermittency of this support, mentioned by one participant, points to gaps in the inclusive process. In summary, the dissertation concludes that physical education is vital for the integral development of students with intellectual disabilities, promoting well-being, socialization, self-esteem, and autonomy.

COMMITTEE MEMBERS:
Presidente - 1714249 - MARIA APARECIDA DIAS
Interno - 1278591 - AGUINALDO CESAR SURDI
Interno - 2626634 - PAULO MOREIRA SILVA DANTAS
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ