Ensino de karatê para pessoas com deficiência visual: reflexões a partir da (auto)biografia

Abstract

This study presents a critical-reflective narrative constructed through the process of the author's (auto)biography as a teacher with 15 years of experience teaching karate to people with visual impairments at the Institute for the Education and Rehabilitation of the Blind of Rio Grande do Norte. The aim is to reflect on the core of personal and professional self-development. By using (auto)biography, the author contextualizes his teaching approach based on his experiences as an individual in social contact with people with disabilities, as a martial artist with over 26 years of practice, and as an academic. This allows him to reflect on themes such as inclusion and exclusion, ableism, and the necessary adaptations teachers must make in the practice and teaching of karate to people with disabilities. More than simply reporting how to teach, this study seeks to understand the elements that shape the formation of a karate teacher and to draw connections with aspects of inclusive education. To shed light on the discussion, the author engages in a dialogue between Eastern and Western knowledge systems, using lenses such as the philosophical precepts of Traditional Shotokan Karate, the concept of Teacher Knowledge in Tardif, and the Pedagogy of Paulo Freire.