Banca de DEFESA: ANA APARECIDA TAVARES DA SILVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANA APARECIDA TAVARES DA SILVEIRA
DATE: 14/08/2023
TIME: 14:30
LOCAL: Auditório 1 do NEPSA II + Plataforma de webconferência (híbrido)
TITLE:

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KEY WORDS:

School. Barriers. Procedures. Accessibility. Inclusion.

PAGES: 256
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Achieving inclusive Physical Education classes in schools has been the desire of many teachers of this curricular component. However, finding and developing strategies that make this path possible has often been a lonely journey without knowing what to do, the basis of trial, error and success, especially when the student has a disability. However, the accessibility, participation and learning of this target audience at school are a guaranteed right in the Brazilian Inclusion Law, requiring teachers to develop pedagogical strategies that favor inclusion. In this understanding, the aforementioned study aims to analyze inclusive pedagogical strategies and their implications for the inclusion of students with disabilities in the teaching of Physical Education at school. It is a collaborative research because it involves both research and training in a dialogical and dialectical collaboration process on theoretical and practical knowledge of teaching action. The nature of the approach is qualitative and the data construction instruments were interviews, field diary and systematic observation, having been analyzed from the content analysis. Thirty Physical Education teachers who teach in elementary schools in the city of Natal participated in the research. Several inclusive pedagogical strategies were identified in the literature and in the teaching practices of the target audience that favor the inclusion of students with disabilities in Physical Education classes, contributing to their systematization into categories according to four dimensions of accessibility: attitudinal (categories : support network, continuing education from an inclusive perspective, peer tutoring and awareness raising); instrumental (categories: technologies and materials), communicational (categories: interpersonal or face-to-face, written and digital); and methodological (categories: inclusive planning, didactics and evaluation). It is concluded that the inclusive pedagogical strategies identified in the research, experienced and discussed in collaborative training meetings, observed in teaching practices in schools and systematized in the dimensions of accessibility, constitute a theoretical and practical basis that underlies the inclusive teaching of Physical Education in schools, resignifying it. This is because it offers teachers possible ways with perspectives to identify and face the barriers posed to the inclusion of students with disabilities in Physical Education classes, indicating the most varied possibilities of accessibility that pedagogical practice can offer.

COMMITTEE MEMBERS:
Externo à Instituição - JOSÉ FRANCISCO CHICON - UFES
Externa à Instituição - MARIA DAS GRAÇAS CARVALHO SILVA DE SÁ - UFES
Externo ao Programa - 1278591 - AGUINALDO CESAR SURDI - nullExterno ao Programa - 1714277 - ANTONIO DE PADUA DOS SANTOS - nullInterna - 3144003 - GESSICA FABIELY FONSECA
Presidente - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ