Educação Física Escolar e inclusão

considerações sobre o trabalho pedagógico no município de Aracati

Abstract

This research aims to analyze how the pedagogical work centered on the strategies used by teachers has been developed in Physical Education classes in the municipality of Aracati-CE. Ten teachers from the municipal education network participated in the study. It uses an electronic survey-type questionnaire as a data collection instrument, composed of four distinct sections. The main results showed a desire for more formative moments. Understanding about inclusion revolved around the categories of adaptation, equality of learning, and equality of opportunities. 90% of teachers report not feeling prepared to work with students with disabilities, mainly because the difficulties in developing an inclusive perspective are characterized by the lack of material resources and adequate physical structure, as well as the lack of encouragement for continued training also stood out as a serious impediment. In turn, adapted activities emerged as the main pedagogical resource used by teachers. We conclude that school Physical Education is essential in the student's formation process, as it favors social interaction, autonomy, self-confidence, among others. The proposal for school inclusion requires numerous implications for educational systems and points to the need for transformations in the political, administrative, and pedagogical field.