Banca de DEFESA: FABYANA SOARES DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FABYANA SOARES DE OLIVEIRA
DATE: 19/02/2020
TIME: 08:30
LOCAL: Auditório 02 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Continuing Education; Inclusive Physical Education; Deficiency.


PAGES: 145
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

To think about the diversity of people we meet at school and in society, as well as the relationships and connections that are established between them, is to think about the challenges that permeate the process of inclusion of people with disabilities and the subjective factors that intervene in their existence, beyond the need to ensure the interaction between the bodies and the experiences lived by each one of them, without oppressing the participation of those who are not within the standard established by society. With regard to Physical Education, it has an important role in the construction of individuals as subjects, but was used for many years as an instrument of body worship. However, in the present time some trends are already evident to the formation of this teacher, which go beyond the instrumentalization of the body, when they propose to seek a formative process in the integral perspective of the human being, without the dichotomy body and mind (MELO, 2009). Thus, for Physical Education to be worked on in an inclusive perspective, some issues need to be rethought, such as overcoming the teaching practice based on the technicist view, a historical heritage that is still present today and needs to be transfigured into active participation. of all students during the teaching and learning process and in the construction of critical and creative subjects (BOATO, 2010). Given this, one of the challenges of Physical Education teachers, in the school environment, is to think their pedagogical practice in an inclusive perspective, promoting educational experiences that consider the specificities and subjectivity of each student, including those who have some kind of disability. Thus, the objective of this study is to analyze the formative aspects and pedagogical practices that enable the participation of students with disabilities in Physical Education classes. The research was developed in the city of Ceará-Mirim / RN, with physical education teachers from the municipal school system. With regard to the methodological procedures, we adopted the qualitative and descriptive approach, with the practice of collaborative action research, with intervention of continuing education from an inclusive perspective. In this sense, we believe that the present study contributed to the reflection on the teacher's formative process in relation to the inclusive practice of Physical Education in the school context, with emphasis on the teacher's practice regarding the social inclusion of students with disabilities. 


BANKING MEMBERS:
Externo ao Programa - 1714277 - ANTONIO DE PADUA DOS SANTOS
Interna - 1545096 - DEBORA REGINA DE PAULA NUNES
Externa à Instituição - GRACIELE MASSOLI RODRIGUES - USJT
Presidente - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MARIA ELENI HENRIQUE DA SILVA - UFC
Notícia cadastrada em: 06/02/2020 09:18
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