-
Physical Education. Inclusion. Deafness. High School.
In this research we approach an inclusive education that promotes the guarantee of a quality teaching for all differences with knowledge exchange, motivations and interests, where the students get incentive to attend and to stay in the classes. The research is conducted at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN. The objective of this study is to analyze the conceptions of teachers and deaf students in relation to inclusion in high school Physical Education classes at IFRN. We adopted as a methodology the qualitative approach and in an attempt to meet the research purposes, we assumed as methodological procedures the case study because it is a unique and singular case (YIN, 2008) with relevant aspects for the research. In this research we used for data analysis we chose to use the content analysis and sought in Bardin (1977, 2008) and Câmara (2013) as our theoretical framework. The speeches of teachers and students with deafness point to a space still in the process of inclusion due to the fact that the presence of students with Special Educational Needs is more evident nowadays in the regular teaching context, we understand that working with deaf students is The following questions were analyzed: Regarding inclusion; The difficulty in understanding the content of Physical Education classes; The professional translator Interpreter of Pounds; The evaluation; The need for continuing education of teachers for communication and the difficulty of including in the discipline of Physical Education.