A eficiência do estudo da inclusão pelos concluintes do curso de licenciatura em educação física na Universidade Federal do Rio Grande do Norte: uma análise qualitativa

Abstract

This study aims to analyze the level of preparedness of graduating students from the Physical Education Teaching Degree program at the Federal University of Rio Grande do Norte (UFRN) to work with inclusive education. To achieve this objective, a self-assessment questionnaire with open and closed questions was applied in order to understand students’ perceptions of their academic training, particularly regarding content related to the inclusion of people with disabilities. The data show that although most participants acknowledge the importance of inclusion in Physical Education classes, few feel effectively prepared to work in this context. Approximately 75% of respondents reported feeling only “partially” able to design an inclusive lesson plan, while 87.5% stated that the course contributed to the development of an ethical and welcoming attitude toward diversity. In addition, 56.3% of the students had access to specific subjects related to inclusion, but most of them had no formal experience in departmental projects focused on people with disabilities. On the other hand, some reported meaningful informal experiences, such as inclusive dance workshops, holiday camps, and participation in the Institutional Program of Teaching Initiation Scholarships (PIBID). The results highlight the need to improve initial teacher education, including the mandatory insertion of subjects on inclusive education and the promotion of pedagogical practices that integrate theoretical and practical experiences. It is concluded that, despite the progress made, there are still gaps in the preparation of future Physical Education teachers to adequately and confidently meet the demands of inclusive education.