Inclusão escolar: o olhar dos alunos com deficiência sobre as aulas de educação física

Abstract

When we reflect about the past of Physical Education, we observe how excluding, exclusion, training, alienating this discipline was, with conceptions and tendencies that unfolded and established themselves from the political and economic context that the country was going through, and the as still necessary to break these paradigms. Currently, Public School Education is a right won and guaranteed to all, where no person can be excluded from the school environment, nor even the elements that surround it. In this perspective, the School Physical Education as a compulsory curricular discipline can not stay away from the discussions about Inclusion. In view of this, we brought as a research objective: To investigate whether the guarantee of the right to inclusion of students with disabilities is being carried out in the Physical Education classes of Regular Education. For this, the investigation was based on the perspective of the students themselves, as we understand the main actor of the process, could outline their own experiences and experiences in school. The research is characterized as descriptive with a qualitative approach, and was carried out in 3 municipal schools in Manaus City. The study included 14 students with disabilities enrolled in the Elementary School I. For the data collection, we used an adapted semi-structured interview script. For the analysis of the data was used the technique of content analysis of the categorial type. Our results covered two categories of analysis: participation and perception. According to our results, we understand that the inclusion in class of the aforementioned subject is not occurring effectively in the three educational institutions investigated. For we consider our two categories of analysis, we visualize in the lines of the investigated subjects that some students are still excluded from EF classes or certain activities, for a number of factors. In view of the results and the main objective of the work, the importance of the posture and the teacher's attitude towards the process is emphasized, characterizing themselves as fundamental elements for the concretization of inclusion. We also emphasize the extreme need for other research to be developed in the Amazonian Context, relating to School Inclusion, Physical Education and its unfolding.