Atitudes de professores de Educação Física em relação à inclusão de alunos com deficiência

Abstract

The brazilian schools were being challenged to reorganizate themselves in favor of the ampliation of the access and the democratization of the teaching favoring the inclusion. With this the Physical Education teachers annually receive students with ou without disabilities in the same class. The positive performance of the teacher in the inclusive process depends on factors that involve his belief, formation and attitude. In this way the present research has as objective, to know the attitudes of the Physical Education teachers of the final of the elementary school of the Manaus municipal network of education in relation to the inclusion of students with disabilities. The methodology utilized is characterized as a descriptive research with a qualitative-quantitative approach. For its development, the investigation was in the municipal scope, having as their main actors 102 teachers of Physical Education of the final years of elementary school of the municipal secretary of education (SEMED) that has or not students with disabilities in their classes. In the gathering of this material, was utilized a quiz, denominated PEATID III, adapted from the original, in order to collect information in relation to the attitudes of the teachers. The instrument is constituted by two sections, the first is constituted for a total of twelve declarations in which the participants has expressed their levels of according or disaccording in relation of four conditions of disabilities: physical, visual, hearing, and intellectual. The second section of the PEATID-III consists of twelve types of selection or open questions. The aim of the sections was to obtain demographic data about the subjects. A descriptive statistic was used for the analysis of the results, using the median as a measure of central tendency, frequency tables and percentage values. The data indicate that in a general form the teachers are favorable about the inclusion of people with disability. This chart changes a little when we verify the attitudes according the type of disabilities. The intellectual and visual were the ones that showed a minor median. Also indicate that the majority of the teachers affirmed to be necessary more academic preparation to teach students with disability. However, this reality is somewhat contradictory, considering that one of the problems of our research was precisely the non-participation of teachers in continuing education courses. It's expected that this research contributes to the scientific knowledge around the theme, enabling and assisting in future researches of even in future intervention proposals, favoring the inclusive process.