Educação física na escola : uma proposta articulada à sala de recurso multifuncional

Abstract

Physical Education and the uncountable transformations that it has been going through in the last years, find in school a great challenge, which is to become an inclusive discipline, supporting the practice of students with disabilities in their classes. Special Education, sustained by countless legal devices, still seeks to guarantee quality education to serve its target audience made by students with disabilities, global developmental disorders and high skills/giftedness. In this perspective, the antagonisms observed by school inclusion practices still persist. Based on this context, this research focuses on the need for Physical Education teachers to seek, through collaborative work with teachers responsible for Specialized Educational Assistance, to build a dialogue that supports their pedagogical practice aimed at students with disabilities. This qualitative research with a descriptive approach used the focus group as instruments of data collection, with the intention of addressing the issues that concern Physical Education teachers and the Multifunctional Resource Room. This group was formed by two teachers from AEE, the school’s Physical Education teacher and the researcher one. Observations of Physical Education were also used through field journal recording, where the focus was to investigate how the relationships of disabled students, their teacher, classmates and the content of the observed classes take place. Mantoan (2003; 2011), Cidade e Freitas (2009) and Mittler (2003) subsidize the aimed contents at inclusion in the school. Seabra Jr. (2006; 2012) and Darido (2012) support the references to Physical Education in this study and the collaborative work at school has the contributions of Capellini (2004) and Roldão (2017). The results indicate that some demands still need to be deepened in the intention of building an inclusive school. The understanding of the existing differences between Integration and Inclusion apparently is not sufficiently clarified for a portion of the school’s teachers yet. Themes that directly interfere in the lessons planning aimed at students with disabilities, such as Assessment, have not received due attention from teachers so far, indicating a distance from inclusive issues in this process. They also point to the need of intensifying the relations of Special Education and Common Room teachers, in the perspective of collaborative work, and that this interaction favors the pedagogical practice of teachers involved in the process.