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A prática da educação física na inclusão de alunos com necessidades educativas especiais na escola estadual Zolito de Jesus Nunes, de Macapá, estado do Amapá, Brasil
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Abstract(s)
Este estudo objetivou analisar a prática da Educação Física na inclusão de alunos com Necessidades Educativas Especiais (NEE) da Escola Estadual Professor Zolito de Jesus Nunes, na cidade de Macapá – Amapá. Inicialmente, este trabalho utilizaria a referida escola como campo de pesquisa, onde seria observada a inclusão de alunos com e sem Necessidades Educativas Especiais em uma mesma turma durante as aulas práticas dos professores de Educação Física. Devido a pandemia de COVID-19, não foi possível realizar tais observações, pois as aulas foram suspensas desde o dia 18 de março de 2020, conforme Decreto expedido pelo Governo do Estado do Amapá, em atenção aos protocolos sanitários exigidos. No final do mês de abril do mesmo ano, os alunos retomaram as aulas, porém de forma remota, o que se estendeu até o dia 02 de agosto de 2021, quando as aulas recomeçaram de forma semipresencial. O estudo foi extensivo a outras escolas para compor uma amostra mais significativa de professores, visto que a escola ambiente da pesquisa possui em seu quadro efetivo apenas 05 (cinco) docentes da área. O método de coleta de dados foi um questionário com 16 (dezesseis) perguntas fechadas, enviado de forma online à 50 (cinquenta) professores, tanto da E. E. Prof. Zolito de Jesus Nunes quanto das demais escolas que aceitaram participar da pesquisa. Os dados coletados apontam a necessidade de mais estudos nesta área, além de formação continuada a uma parcela de professores, para que com novos conhecimentos possam atender aos interesses e possibilidades dos alunos com Necessidades Educativas Especiais.
This study aimed to analyze the practice of Physical Education in the inclusion of students with Special Educational Needs of the State School Professor Zolito de Jesus Nunes, in the city of Macapá – Amapá. Initially, this study would use the aforementioned school as a research field, where it would be observed the inclusion of students with and without Special Educational Needs in the same class during the practical classes of physical education teachers. Due to the COVID-19 pandemic, it was not possible to make such observations, as classes have been suspended since March 18, 2020, according to a decree issued by the Government of the State of Amapá, in attention to the required health protocols. On April of the same year, students resumed classes, but remotely, which lasted until August 2, 2021, when classes resumed in a semi-face-to-face manner. The study was extended to other schools to make up a more significant sample of teachers, since the environmental school of the research has in its effective staff only 05 (five) physical education teachers. The data collection method was a questionnaire with 16 (sixteen) closed questions, sent online to 50 (fifty) teachers, both from E. E. Zolito de Jesus Nunes and from the other schools that agreed to participate in the research. The data collected indicate the need for further studies in this field, in addition to continuing training to a portion of teachers, so that with new knowledge they can attend the interests and possibilities of students with Special Educational Needs.
This study aimed to analyze the practice of Physical Education in the inclusion of students with Special Educational Needs of the State School Professor Zolito de Jesus Nunes, in the city of Macapá – Amapá. Initially, this study would use the aforementioned school as a research field, where it would be observed the inclusion of students with and without Special Educational Needs in the same class during the practical classes of physical education teachers. Due to the COVID-19 pandemic, it was not possible to make such observations, as classes have been suspended since March 18, 2020, according to a decree issued by the Government of the State of Amapá, in attention to the required health protocols. On April of the same year, students resumed classes, but remotely, which lasted until August 2, 2021, when classes resumed in a semi-face-to-face manner. The study was extended to other schools to make up a more significant sample of teachers, since the environmental school of the research has in its effective staff only 05 (five) physical education teachers. The data collection method was a questionnaire with 16 (sixteen) closed questions, sent online to 50 (fifty) teachers, both from E. E. Zolito de Jesus Nunes and from the other schools that agreed to participate in the research. The data collected indicate the need for further studies in this field, in addition to continuing training to a portion of teachers, so that with new knowledge they can attend the interests and possibilities of students with Special Educational Needs.
Description
Keywords
Educação física Necessidades educativas especiais Inclusão Physical education Special educational needs Inclusion