Educação Física inclusiva: um relato de experiência

Abstract

In the last school census conducted in 2022, the Ministry of Education (MEC) and the National Institute for Educational Studies and Research Anísio Teixeira (Inep), the entity responsible for the research, reported the enrollment of 1.5 million students in special education, which represents an increase of 29.3% compared to the previous census. Despite this continued growth, research in the field of Inclusive School Physical Education is still scarce, despite the potential that Physical Education has to contribute to the development of an inclusive culture in schools. This study aimed to report experiences regarding individuals with disabilities in School Physical Education (SPE), in sports, with specific objectives: a) describe experiences with individuals with disabilities and the differences starting in family life, continuing in formative paths, and being redefined in SPE, b) share personal and inclusive experiences in sports events, and c) present the perception of family members and students regarding the pedagogical practices of this researching teacher in the context of the school, specifically in Elementary Education in Natal/RN. A descriptive experiential study was conducted between 2019 and 2023 at the Professor Berilo Wanderley Municipal Elementary School, at the CAIC Esportivo de Lagoa Nova (2000 Generation School Sports Center), and at the Professor Maria Ilka de Moura State Elementary School, located in the western sector of the capital city of Natal, involving 35 special education students, among whom 20 were male and 15 were female. The data collection instruments included a field diary, photographic/video records, and a research questionnaire. Approved with the assessment from the Brazil platform number 5,795,492, the study's results were divided into two sections: students' perceptions and family members' perceptions regarding the pedagogical practices of the researching teacher and the inclusive context. Both sections analyzed significant contributions and their potential for advancement. Regarding the final considerations, the study highlighted the importance of the school, collaborative planning, SPE, other members of the school community, and effective public policies. Together, these elements are crucial for building or strengthening an inclusive culture within schools and contributing to more meaningful and socially relevant education, recognizing that inclusion is a mission of the entire society.