Estratégias pedagógicas inclusivas no ensino da educação física escolar

Abstract

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, based on trial, mistakes and successes, especially when the student has a disability. However, accessibility, participation and learning for this target audience at school are a right guaranteed in the Brazilian Inclusion Law, requiring teachers to develop pedagogical strategies that favor inclusion. In this understanding, this study aims to analyze inclusive pedagogical strategies addressed in collaborative continuing education meetings and their implications for the inclusion of students with disabilities in teaching Physical Education at school. Specific objectives: identify pedagogical strategies used by Physical Education teachers to make their classes accessible to students with disabilities; systematize inclusive pedagogical strategies worked on in training meetings according to the dimensions of accessibility: attitudinal, instrumental, communicational and methodological; discuss the inclusive pedagogical strategies used in Physical Education classes at school and the processes of reframing teaching practice; and reflect on inclusive pedagogical strategies that consider the individual needs of students with disabilities, as well as the specificities of their disabilities. This is collaborative research as it involves, at the same time, investigation and training in a dialogical and dialectical collaboration process on theoretical and practical knowledge of teaching. The nature of the approach is qualitative and the data construction instruments were interviews, field journal and systematic observation, which were analyzed using content analysis. Thirty Physical Education teachers, who teach in elementary education at municipal schools in the city of Natal, participated in the research. Several inclusive pedagogical strategies that favor the inclusion of students with disabilities in Physical Education classes were identified in the literature and teaching practices of the target audience, contributing to the systematization of these into categories according to four dimensions of accessibility: attitudinal (categories : support network, continued training from an inclusive perspective, peer tutor 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)., We identified specific subcategories within each of the categories corresponding to their respective dimension, covering aspects such as materials, written communication, skills, routine and family, among others. These subcategories enriched discussions about inclusive pedagogical strategies in the context of school Physical Education, by using concrete examples from experiences in continuing education and in classes taught in the schools that were monitored. In conclusion the inclusive pedagogical strategies identified in the research, experienced and debated in collaborative training meetings, observed in teaching practices in schools and systematized in the dimensions of accessibility, constitute a theoretical-practical basis that underlies the inclusive teaching of Physical Education at school , giving it new meaning. This is because it offers teachers possible ways to identify and address the barriers to inclusive teaching for students with disabilities in Physical Education classes, indicating the most varied accessibility tools that pedagogical practice can offer.