Banca de DEFESA: HUDDAY MENDES DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : HUDDAY MENDES DA SILVA
DATE: 24/07/2023
TIME: 09:00
LOCAL: UNIVERSIDADE REGIONAL DO CARIRI + PLATAFORMA DE WEBCONFERÊNCIA
TITLE:

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KEY WORDS:

Physical Education; Inclusion; Teacher Training; Complex Thinking.

PAGES: 128
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Teacher training involves different aspects, such as updating knowledge, reflecting on
pedagogical practices, and seeking new approaches. This training, by promoting critical
reflection and the ability to deal with complex situations, enables physical education teachers
to plan and develop inclusive practices. In turn, thinking in a complex manner implies
considering the multiple dimensions present in physical education and inclusion. This means
going beyond a simplistic and fragmented view and understanding the interconnections
between the physical, cognitive, emotional, and social aspects of individuals. In this context,
continuous training becomes essential for physical education teachers to acquire updated
knowledge about inclusion, develop appropriate pedagogical skills, and be prepared to deal
with the diversity of their students, promoting a more comprehensive, equitable, and inclusive
education in which all students can fully enjoy the benefits of physical education, regardless of
their individual differences. To achieve this, the construction of six articles was proposed. The
first objective (article 01) was to develop a narrative review on inclusive school physical
education through complex thinking. Based on this analysis, we were able to present a
perspective on how complex thinking can contribute to the pedagogical praxis of physical
education professionals through a holistic practice, understanding the relationships between the
different subjects involved in order to promote the inclusion and participation of students with
disabilities in school physical education. We also presented the main concepts that permeate
the theme, as well as some documents that have been presented over time with the aim of
contributing to the construction of the physical education curriculum, without explicitly
addressing important aspects of the inclusion process for students with disabilities in regular
education. The second objective (article 02) aimed to develop a literature review, a theoretical
study, focusing on teacher training in inclusive physical education based on complex thinking.
The findings of this article allowed us to reflect on complex thinking as a guiding theory for the
construction of an expanded training approach when considering inclusion and school physical
education. This process was based on a theoretical study on a new approach to education,
highlighting the need for scientific thinking, starting from complexity, and not allowing the
separation of being/reality, subject/object, educator/learner, objectivity/subjectivity, and
culture/subject/society. In article 03, the objective was to construct and validate a questionnaire
to investigate inclusion in school physical education. In this research, we constructed and
validated the Questionnaire for Investigation on Inclusion in School Physical Education
(QUIIEFE). The validation process was carried out through the analysis of judges. Based on
the coefficient of content validity, we established a reference value of 0.95, which was
considered above the reference values, thus validating the instrument for its purpose. Article 04
aimed to construct a teacher training in inclusive physical education based on complex
networks. Through network analysis, it was possible to indicate five subcategories: structural
difficulties, training difficulties, planning difficulties, pedagogical difficulties, and school
difficulties. The analysis identified factors of greater influence in the network, such as the
planning of theoretical and practical classes, specific knowledge, ableism, family relationships,
and multidisciplinary relationships. Based on the findings, it was possible to establish the
variables of greatest influence and, through continuous training, intervene by conducting
workshops, mini-courses, lectures, and/or events, generating changes in the network and
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contributing to a better inclusion of students with disabilities in physical education classes. In
the fifth objective (article 05), the research aimed to discuss the relationship between school
physical education, inclusion, and teacher training from the perspective of physical education
teachers in the Municipal Education Department of Juazeiro do Norte, CE. The results showed
that during continuous training, teachers discussed the relationship between school physical
education, inclusion, and teacher training. Participation in activities involving the construction
of materials and experiences with adapted and Paralympic sports revealed new opportunities to
make use of the spaces and resources available in schools. During lectures and roundtable
discussions, teachers were encouraged to reflect on their role, prompting them to see students
based on their abilities rather than their limitations. These moments also allowed for reflection
on the individual capacities and potential of the teachers themselves. In the sixth and final
objective (article 06), the research analyzed the reports of physical education teachers in the
basic education network in the municipality of Juazeiro do Norte, CE, regarding the
contribution of continuous training in inclusive physical education to their pedagogical praxis.
The results pointed to significant changes in the teachers' practice, especially in lesson planning,
making adaptations without relying solely on material resources to promote the inclusion of
students with disabilities, adapting the physical education curriculum by modifying its contents,
as well as fostering connections among colleagues, enriching pedagogical practice, and
expanding the possibilities for the implementation of inclusive activities. Thus, from the
teachers' perspective, this study highlights the importance of continuous training to further
enhance the educational process of physical education teachers, particularly concerning the
inclusion of students with disabilities. The conclusions of the thesis suggest a new perspective
on continuous training in inclusive physical education, understanding the inclusive process
within the school context in relation to the curricular component of physical education and
teachers' pedagogical praxis in ensuring the inclusion of students with disabilities. Based on
complex thinking and network analysis as a way to measure and understand the environment
in which students with disabilities and teachers are inserted, we offer an original contribution
to the field of inclusive education and teacher training.

COMMITTEE MEMBERS:
Presidente - 1714249 - MARIA APARECIDA DIAS
Interna - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Interna - 3144003 - GESSICA FABIELY FONSECA
Externo ao Programa - 2626634 - PAULO MOREIRA SILVA DANTAS - UFRNExterno à Instituição - PAULO FELIPE RIBEIRO BANDEIRA
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ
Externo à Instituição - Roseli Belmonte Machado - UFRGS