Dias, Maria AparecidaOliveira, Fabyana Soares de2020-07-062020-07-062020-02-19OLIVEIRA, Fabyana Soares de. Formação continuada em Educação Física: desafios e possibilidades com alunos que apresentam deficiência na escola regular. 2020. 146f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2020.https://repositorio.ufrn.br/jspui/handle/123456789/29449Considering that one of the challenges of Physical Education teachers, in the school context, is to think about their pedagogical practice in an inclusive perspective and to promote educational experiences that consider the specificities and subjectivity of each student, including those who have some type of disability, it is essential to rethink the teacher's training process, in order to find possibilities in teacher training, in order to value students' individual differences and expand their participation, learning and development during pedagogical practice. In order to analyze the formative aspects that enable the participation of students with disabilities in Physical Education classes, in a specific way, we set out to identify the previous knowledge of Physical Education teachers about the student with disabilities, characterize the challenges and possibilities the pedagogical practice of the Physical Education teacher, in the context of continuing education, given the inclusion of students with disabilities in regular schools and applying continuing education based on the teachers' training needs. For this, we adopted a qualitative and descriptive approach, based on the practice of collaborative action research, which involved 34 Physical Education teachers and 01 Physical Education coordinator from the Municipal Department of Basic Education (SMEB) in the city of Ceará-Mirim/RN. Initially, we developed the application of the questionnaire and then the intervention of continuing education in an inclusive perspective, systematizing the meetings based on the need pointed out by the participants, in view of inclusion. In this sense, the intertwining of connections established through the formative meetings allowed to deconstruct the existing paradigms about the person with disabilities, re-signifying them into inclusion paradigms from the sensitive view of differences, enabling reflection on pedagogical practice through inclusive practice. and the inclusion of all students in Physical Education classes.Acesso AbertoFormação continuadaEducação física inclusivaDeficiênciamasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO