Inclusão e a Educação Fisica
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2014
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O presente estudo nasce da inquietação do autor acerca da dicotomia entre a
Inclusão e a Educação Física e teve como objetivo investigar as perceções que os
professores de Educação Física, colocados nas Escolas designadas por TEIP-Territórios
Educativos de Intervenção Prioritária, criadas pelo despacho nº. 147-B ME 96, de 8 de
Julho, assumem face ao paradigma da escola para todos.
A investigação que se segue foi organizada em duas vertentes, revisão da
literatura e trabalho empírico e apoiou-se no Índex para a Inclusão, dado tratar-se de um
recurso de apoio ao desenvolvimento das escolas e dos docentes, sobre novos caminhos
de atuação da comunidade educativa.
Como forma de verificar os índices de inclusão prestados pelas escolas e pelos
professores de Educação Física, a nível nacional, foram analisados 243 questionários
”Indicadores para a Inclusão”, cuja matriz foi construída com base em várias
investigações realizadas ao nível da Unesco.
A reflexão sobre esta temática assume-se como determinante dado as
dificuldades em responder à diversidade das necessidades dos alunos.
A diferenciação do ensino, a criação de políticas, práticas e culturas inclusivas
são importantes para o bem-estar da comunidade educativa e fulcrais para o sucesso
escolar e social de todos os alunos.
Os resultados demonstraram que, a idade, a escola de formação e a experiência
profissional não influenciam as Politicas, Culturas e Práticas Inclusivas dos Professores
de Educação Física, enquanto, o género, influência as Politicas e as Práticas Inclusivas.
Verificou-se ainda maior influência das Culturas inclusivas, do que das Politicas e das
Práticas Inclusivas, ao nível das DREs.
Podemos ainda concluir que a premissa estabelecida nos Programas Nacionais
de Educação Física (p.8) se verifica, pois a disciplina é inclusiva, uma vez que nenhum
aluno pode ser excluído por dificuldades ou aptidão insuficiente, nem por exigências
gerais que deixem de considerar as suas possibilidades.
This study arises from the author's unease about the dichotomy between inclusion and Physical Education and aimed to investigate the perceptions that teachers of Physical Education in Schools know as TEIP - Educational Territories of Priority Intervention , created by Order no. 147-B ME 96, of 8 July, have related to the paradigm of school for all. The following research was organized into two areas, the literature review and empirical work and leaned on the Index for Inclusion, given that it is a resource to support the development of schools and teachers about new ways of acting of the educational community. As a way to verify the inclusion index provided by schools and teachers of physical education at the national level, 243 questionnaires "Indicators for Inclusion" were analyzed. These questionnaires were built on the basis of various investigations conducted at the level of Unesco. Reflecting on this subject assumes a determinant role given the difficulties in responding to the diversity of student needs. The differentiation of education, the creation of policies, practices and inclusive cultures are important for the well-being of the educational community and central to academic and social success of all students. The results showed that age, school education and experience do not influence the Policies, Culture and Inclusive Practices for Physical Education Teachers, while gender influence policies and Inclusive Practices. There was even greater influence of inclusive cultures, than the Policy and Inclusive Practices at the level of DREs. We can also conclude that the premise established in the National Program of Physical Education (p.8) is present: the discipline is inclusive because no student can be excluded by difficulties or poor fitness, or for general requirements that fail to consider their options.
This study arises from the author's unease about the dichotomy between inclusion and Physical Education and aimed to investigate the perceptions that teachers of Physical Education in Schools know as TEIP - Educational Territories of Priority Intervention , created by Order no. 147-B ME 96, of 8 July, have related to the paradigm of school for all. The following research was organized into two areas, the literature review and empirical work and leaned on the Index for Inclusion, given that it is a resource to support the development of schools and teachers about new ways of acting of the educational community. As a way to verify the inclusion index provided by schools and teachers of physical education at the national level, 243 questionnaires "Indicators for Inclusion" were analyzed. These questionnaires were built on the basis of various investigations conducted at the level of Unesco. Reflecting on this subject assumes a determinant role given the difficulties in responding to the diversity of student needs. The differentiation of education, the creation of policies, practices and inclusive cultures are important for the well-being of the educational community and central to academic and social success of all students. The results showed that age, school education and experience do not influence the Policies, Culture and Inclusive Practices for Physical Education Teachers, while gender influence policies and Inclusive Practices. There was even greater influence of inclusive cultures, than the Policy and Inclusive Practices at the level of DREs. We can also conclude that the premise established in the National Program of Physical Education (p.8) is present: the discipline is inclusive because no student can be excluded by difficulties or poor fitness, or for general requirements that fail to consider their options.
Descrição
Orientação: Luís de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, PERCEÇÃO, PROFESSORES, EDUCATION, INCLUSIVE EDUCATION, PERCEPTION, TEACHERS