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Análise das adaptações curriculares na educação física na inclusão do aluno com necessidades educativas especiais na rede municipal de ensino fundamental I em Pedra Branca do Amaparí-Ap/Brasil
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Abstract(s)
No intuito de contribuir para a problematização da educação em uma perspectiva incluisva, a presente dissertação teve como objetivo procurar conhecer e analisar a prática pedagógica inclusiva experimentada pelos professores de Educação Física em Escolas do Município de Pedra Branca do Amapari. Como procedimento metodológico foi utilizada uma entrevista semi-estruturada através de um questionário feito no aplicativo Google Forms e enviados por e-mail aos 13 aprofessores participantes da pesquisa, procurando abranger o que determina o Plano Curricular do Estado do Amapá, bem como o Referencial Curricular do Estado. O questionário aplicado abordava cinco domínios, o primeiro abordava o tema inclusão (Questões 1, 2, 3, 7), o segundo abordava o tema a formação do profissional (Questões 4, 5, 6), o terceiro abordava o tema aulas práticas (Questões 8, 9, 10, 11), o quarto abordava o tema aulas téoricas (Questões 12, 13, 14, 15, 16 e 17) e o último dominio inqueria sobre a Proposta Curricular do Estado do Amapá (Questões 20, 21). A análise dos dados obtidos mostraram que apesar de respaldada pela Política Nacional de Educação Especial da Perspectiva da Educação Inclusiva, o Currículo para se por em práticas metodologias voltadas para os alunos com necessidades educativas especiais se mostra obscuro. Os dados obtidos ainda destacam que, apesar da existência de documentos normativos de ordem Federal e Estadual que determinam um conjunto de ações operacionais visando a inclusão escolar com qualidade para alunos com necessidades educativas especiais, os profissionais de Educação Física ainda moldados pelo habtus das condições precárias inseridas em sua formação e atuação docente, possuem ciência da falta de recursos, entretanto, a maioria não assumem uma postura crítica que confrontem essa realidade. Além disso, a proposta do trabalho buscou deixar uma reflexão aos professores participantes, oportunizando uma rica oportunidade para reverem suas metodologias com relação aos alunos com necessidades educativas especiais, fazendo com que eles se apropiem de teorias educacionais que poderão contribuir na elaboração de suas aulas.
In order to contribute to the problematization of education in an inclusive perspective, this dissertation aimed to understand and analyze the inclusive pedagogical practice experienced by Physical Education teachers in schools in the municipality of Pedra Branca do Amapari. As a methodological procedure we used a semi-structured interview through a questionnaire made in the Google Forms application and sent by e-mail to the 13 teachers participating in the research, trying to cover what is determined in the Curricular Plan of the State of Amapá, as well as in the State Curricular Reference. The questionnaire applied approached five domains, the first one approached the theme inclusion (Questions 1, 2, 3, 7), the second one approached the theme training of professionals (Questions 4, 5, 6), the third one approached the theme practical classes (Questions 8, 9, 10, 11), the fourth one approached the theme theoretical classes (Questions 12, 13, 14, 15, 16, and 17), and the last domain inquired about the Curricular Proposal of Amapá State (Questions 20, 21). The analysis of the data obtained showed that despite being supported by the National Policy of Special Education from the Perspective of Inclusive Education, the curriculum to put into practice methodologies aimed at students with special educational needs is obscure. The data obtained also highlight that, despite the existence of normative documents of Federal and State order that determine a set of operational actions aimed at school inclusion with quality for students with especial educational needs, the Physical Education professionals still shaped by the habitus of precarious conditions inserted in their training and teaching performance, are aware of the lack of resources, however, most do not take a critical stance that confronts this reality. In addition, the proposal of the work sought to leave a reflection to the participating teachers, providing them with a rich opportunity to review their methodologies in relation to students with special educational needs, making them aware of educational theories that may contribute to the development of their classes.
In order to contribute to the problematization of education in an inclusive perspective, this dissertation aimed to understand and analyze the inclusive pedagogical practice experienced by Physical Education teachers in schools in the municipality of Pedra Branca do Amapari. As a methodological procedure we used a semi-structured interview through a questionnaire made in the Google Forms application and sent by e-mail to the 13 teachers participating in the research, trying to cover what is determined in the Curricular Plan of the State of Amapá, as well as in the State Curricular Reference. The questionnaire applied approached five domains, the first one approached the theme inclusion (Questions 1, 2, 3, 7), the second one approached the theme training of professionals (Questions 4, 5, 6), the third one approached the theme practical classes (Questions 8, 9, 10, 11), the fourth one approached the theme theoretical classes (Questions 12, 13, 14, 15, 16, and 17), and the last domain inquired about the Curricular Proposal of Amapá State (Questions 20, 21). The analysis of the data obtained showed that despite being supported by the National Policy of Special Education from the Perspective of Inclusive Education, the curriculum to put into practice methodologies aimed at students with special educational needs is obscure. The data obtained also highlight that, despite the existence of normative documents of Federal and State order that determine a set of operational actions aimed at school inclusion with quality for students with especial educational needs, the Physical Education professionals still shaped by the habitus of precarious conditions inserted in their training and teaching performance, are aware of the lack of resources, however, most do not take a critical stance that confronts this reality. In addition, the proposal of the work sought to leave a reflection to the participating teachers, providing them with a rich opportunity to review their methodologies in relation to students with special educational needs, making them aware of educational theories that may contribute to the development of their classes.
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Keywords
Inclusão Formação continuada Recursos didáticos-pedagógicos Inclusion Continued education Didactic-pedagogical resources