Educação física escolar inclusiva: olhares e saberes de um grupo de professores do ensino público do Natal/RN

Abstract

Physical Education as a curricular component has been discussed in the continuous training of teachers of the discipline of the municipal network of Natal, focusing on the principles of inclusion since 2014. However, although the topic assumes an important place in such meetings, it is still described as a challenge for many teachers, appearing in the annual evaluations as a theme suggestion for training in the following years. In an attempt to understand what are the most urgent demands of the aforementioned group, this paper proposes to analyze the perceptions of inclusion of Physical Education teachers who attended, in 2018, the continuing education offered by said education network. Descriptive research with a qualitative approach is used as an investigative method from the application of a questionnaire that emerged from views, knowledge, ideas and impressions, difficulties and possibilities of Inclusive School Physical Education. From this perspective, it is perceived that it is a great challenge for teachers to conceptually understand the specificities of Physical Education in the face of inclusion, as well as to develop methodological strategies that meet the multiple bodies and their needs in the face of the problems posed by the inclusive process, also found in the units thematic. It is understood, therefore, that this work allows for a deeper knowledge about Inclusive Physical Education in the public school system in Natal, offering subsidies in order to think about continuing education more aligned with the real needs of teaching. It is understood that Physical Education as an integral part of the political pedagogical project of the school needs to reveal the clarity of its specificities, being able to use the culture of movement in promoting the practice of inclusion of all students. However, inclusion must be seen not only from the point of view of the teacher's willingness to learn appropriate methodological techniques to apply in their classes, but mainly as an eminently political educational act potentially influencing the fight or the permanence of social injustices and inequalities present at school.