Práticas pedagógicas e a inclusão nas aulas de educação física envolvendo a participação dos alunos público-alvo da Educação Especial (PAEE)

Abstract

This research is based on three intertwining emphases: Physical Education teacher, Special Education students and pedagogical practices, encouraging a deeper understanding of the concept of pedagogical practices and the relationships that Physical Education disciplines, from the perspective of school inclusion involving Special Education target audience students (PAEE), the curricular matrices of Physical Education training courses and the perception of teachers, relate to each other, constituting the basis of the research proposed here. The study was conducted within the Graduate Program in Education at the Federal University of Roraima, through the research line "Education and Inclusive Processes". The goal was to analyze how the relationships between pedagogical practices and inclusion in Physical Education classes for students with special educational needs (PAEE) emerge as inclusive strategies for participation, accessibility, and social relationships. This research, whose themes encompassed various areas of research that address the schooling of PAEE students, highlighted among them Special Education from the perspective of Inclusive Education and Cultural Studies in Education. From this perspective, I sought theoretical support from authors in the aforementioned fields. The didactic and methodological organization of this study emphasizes descriptive qualitative research and sought to distribute the actions in two phases. In the first, the documentary phase, the study material was selected from the legal documents that comprise the institutional collection of the research locus, namely, the curricular matrices of the disciplines and the syllabi of the courses of the Bachelor's Degree in Physical Education at higher education institutions in the municipality of Boa Vista, Rio Grande do Norte. This phase examined how they describe knowledge related to Special Education and Inclusive Education. Second, data collection took place through semi-structured interviews with Physical Education teachers working in the final years of elementary school at the three selected state schools. The aim was to investigate how the relationships between pedagogical practices and inclusion in Physical Education classes for students with special educational needs (PAEE) are established. To operationalize the analysis of the collected material, I sought support from the notion of discourse from the perspective of Michel Foucault's thought. Based on the research, it was possible to determine that higher education institutions, both public and private, include, to a greater or lesser extent, content focused on Special Education and the inclusion of PAEE students in schools. Despite the presence of these contents in the curricula, analysis of the course syllabi reveals an emphasis on describing and categorizing disabilities, reflecting a classificatory logic that, according to the Foucauldian perspective adopted in this research, contributes to the production of regulatory discourses about Special Education subjects. Inclusion, as evidenced by the data, is not a state to be achieved, but an ongoing process. Therefore, it is concluded that Physical Education teachers recognize the importance of inclusive pedagogical practices, but perceive it as a daily, collective, and formative construction.