O escrito, o dito e o feito: diagnóstico da inclusão de alunos com necessidades educacionais especiais nas aulas de Educação Física

Abstract

The inclusion of students with special educational needs in Physical Education classes is a complex challenge that demands increasing attention in the educational sphere. The pursuit of inclusive education, which promotes equal opportunities and access to knowledge, has been a central focus of educational policies and practices worldwide. This master's research results from work conducted between 2021 and 2023 in public schools of the State Education Network of the Regional Education Coordination of Itapaci – Goiás. The objective of this research was to develop an educational product on the inclusion of students with special educational needs in Physical Education classes. The methodology used was a quali-quantitative research, with 553 people participating in the study, and the sample consisted of n=393 participants. Data was collected through questionnaires applied to Physical Education teachers, students with special educational needs, and their parents. The results provided an overview of the complexities faced in the quest for effective inclusion. Through written works, that is, through legislation, it was possible to outline the theoretical foundations and expectations for the inclusion of students with SEN in classes. The perceptions expressed by the teachers enriched the understanding of the perceived barriers and challenges encountered during the implementation of inclusion in their attitudes and practices in school. The results expressed by the parents reinforce the reality detected in the practical actions performed by the teachers at school: that they have strong theoretical knowledge but, in contrast, weak practical application. The perceptions of the students shed light on the discrepancy between what is theoretically expected and what is actually achieved. Finally, the results enabled the development of an educational product created during the research, consisting of a guide of guidelines and actions to avoid Ableism and the Pedagogy of the Skilled in Physical Education classes. The Educational Product was evaluated for its utility and general aspects: content, language, aesthetics/organization, and knowledge through the application of a questionnaire to Physical Education teachers. This investigation can serve as a starting point for future interventions, professional development programs, and reforms in pedagogical approaches, with the ultimate goal of promoting genuine and effective inclusion of students with special educational needs in Physical Education classes.