Banca de QUALIFICAÇÃO: MARIA DO PERPÉTUO SOCORRO ROCHA DO NASCIMENTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA DO PERPÉTUO SOCORRO ROCHA DO NASCIMENTO
DATE: 17/11/2022
TIME: 14:00
LOCAL: DEF (NATAL-RN)
TITLE:

INCLUSION OF ADAPTED SPORTS IN THE THEMATIC UNITS AND
OBJECTS OF KNOWLEDGE of the BNCC: New possibilities for the
subject of Physical Education in high school.

KEY WORDS:

Adapted Sports, Inclusion, Physical Education in High School.

PAGES: 133
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

Specifically among high school teachers a greater uneasiness has risen due to the fact
the fact that the Common National Curricular Base (BNCC) does not make it clear
clear in its document which minimum content would be covered in this cycle of education.
Two very relevant and contemporary themes make us reflect on their choice at the time of teaching
Two themes very relevant and contemporary makes us reflect on their choice at the time of teaching the lessons of Physical Education
Two very relevant and contemporary themes make us reflect on their choice when teaching physical education classes in high school, which are adapted sports and inclusion. A
inclusion and adapted sport, when seen as a phenomenon, influence discussions and open new
discussions and open new methodological possibilities that can easily be used within a process of inclusion.
can easily be used within an educational process.
Considering the new directions of special education for the 21st
the inclusion perspective, Costa and Sousa (2004, p.38) clarify that we cannot
We can no longer think of special education detached from general education.
The same happens with adapted physical education, which in their understanding
physical education, which in their understanding can no longer be disconnected from general physical education.
Mantoan (2003, p.13) states that the goal of inclusion is to leave no one
outside regular education, from the beginning of school life. Inclusive
inclusive schools propose a way of organizing the educational system that
that considers the needs of all students and is structured according to these needs.
these needs. We hardly ever see in Physical Education classes the
adapted sports as a content chosen by teachers when building their planning and
to build their planning and thematic unit. We notice the
difficulty of teachers in this pedagogical performance with the students under the
under the prism of inclusion. The general objective of this research is to implement
a thematic unit that clearly includes adapted sports as themes within the thematic
themes within the thematic units and objects of knowledge, which are offered as basic
offered as basic content in the BNCC for High School. It will be part
of this research, the students of the 3rd year of high school, from Escola
Antônio Dias Macedo, located in the city of Fortaleza/CE, being two classes composed
two classes composed of 64 students, 21 male and 43 female students, aged between 17 and 21 years old.
between 17 and 21 years old. Regularly enrolled in the morning and
regularly enrolled in the morning and afternoon periods. The research is qualitative in nature, being characterized
as action research. The qualitative approach, according to Gil (2006), states that the interpretation
interpretation of phenomena and the attribution of meanings are basic in the
qualitative research process, because it does not require the use of methods and techniques
the natural environment is the direct source for data collection, and the researcher is the key instrument.
the researcher is the key instrument. Will be applied: A questionnaire
A diagnostic questionnaire at the beginning of the research, created by the teacher-researcher about the
students' experience with Adapted Sports and inclusion in Elementary School.
Elementary School. Teacher-researcher's field journal: Record of observations
observations, will be characterized as an important tool considering the researcher's
the researcher's impressions about the actions and relations revealed during the class.
during the class. The teacher-researcher will record all lessons in the field diary, describing
describing how the interaction of the students is occurring in relation to the theme addressed.
relation to the approached theme. An evaluative questionnaire created by the teacher
researcher, applied at the end of the last meeting. The students will

answer subjective questions pointing out their understanding about the teaching unit
adapted sport and inclusion. The content analysis method,
based on Bardin (2011), will subsidize the analysis and interpretation of the
data, considering the following organization: 1st After the information collected
by the various instruments will be classified into categories for the analysis and
performing the analysis and interpretation of the information obtained,2º It will be performed
2 An interpretative reading around the thematic categories will be carried out to analyze and interpret the information obtained.
analysis and interpretation of the information obtained. As we do not have
references of thematic units for high school in the BNCC, the
possibility of creating a thematic unit that incorporates the adapted sports
sports, will allow the student to enjoy, produce and transform the elements of body culture of
elements of body culture of movement, expanding the work done in elementary school.
elementary school.

COMMITTEE MEMBERS:
Presidente - 1714277 - ANTONIO DE PADUA DOS SANTOS
Interno - 1278591 - AGUINALDO CESAR SURDI
Interno - 1659071 - MARCIO ROMEU RIBAS DE OLIVEIRA
Externa ao Programa - 1714249 - MARIA APARECIDA DIAS - UFRNExterno à Instituição - Roseli Belmonte Machado - UFRGS