A aplicabilidade da educação inclusiva nas aulas de educação física do município de Ananindeua-Pará : um estudo das dificuldades, entendimentos e atitudes dos professores de educação física e educação especial, frente aos desafios do processo de inclusão de alunos com deficiência física
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Data
2021
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A deficiência é parte da condição humana, provavelmente todos estaremos temorária
ou permanentemente incapacitados em algum momento da vida. E a medida que cresce o
aumento de matrículas de pessoas com deficiências (PCD`S) na escola, cresce a
responsabilidade das instituições educacionais. A Educação Inclusiva escolar para de fato vir
a se efetivar, é necessário independer de características de cunho social, intelectual, físico,
cultural, religioso ou racial; o respeito a essa gama de diversidades encontradas no seio
escolar é o grande propulsor, para que as instituições escolares eduquem alunos com
necessidades educacionais especiais de forma eficiente e com igualdade de oportunidades.
O objetivo deste estudo científico investigou como vem sendo realizado o processo de
inclusão de alunos com deficiência física nas escolas públicas do Município de Ananindeua –
Pará, coletando informações via questionário semiestruturado, e servindo de amostra:
Professores de Educação Física e Professores de Educação Especial, que atendem diretamente
esses alunos em suas respectivas escolas, todos vinculados a Secretaria Municipal de
Educação (SEMED); percebendo quais as dificuldades, entendimentos e atitudes os
educadores tem sobre o tema.
O estudo foi realizado com uma amostra de 53 professores (N= 54,7% do género
feminino e N= 45,3% do género masculino). Foi aplicado questionário semiestruturado
adaptado, construído em colaboração com este autor e validado por Júri de Experts. A análise
dos resultados obtidos permitiu-nos concluir que 81,1% dos docentes já tiveram a
oportunidade de trabalhar nas escolas de Ananindeua com alunos com deficiência física. Onde
77,4% estão atendendendo atualmente esse público em sua aulas. A forma de participação
mais utilizada pelos professores: é a participação adaptada a todas as atividades físicas
durante as aulas: 45,3%. Ao se deparar com a informação que possui aluno com deficiência
física, a atitude dos professores em 75,5% é a Inclusão do aluno as atividades, enquanto 17%
dizem que é a Integração, e 0% dispensam o aluno das aulas. Em termos de preparação para
atende-los: 45,3% dizem que estão 70 a 90% preparados, mas necessitam de formações
continuadas sobre o tema, e absolutamente nenhum deles se diz 100% preparado. No
entendimento de 54,7% das respostas, a acessibilidade precisa de melhoria tanto no ambiente
externo, como dentro do ambiente escolar. E 0% deles entedem que a acessibilidade está
perfeita.
Disability is part of the human condition, we will probably all be fearfully or permanently disabled at some point in life. And as the growth in enrollment of people with disabilities (PCD`S) in school grows, so does the responsibility of educational institutions. School Inclusive Education, in order to actually come to fruition, must be independent of social, intellectual, physical, cultural, religious or racial characteristics; Respect for this range of diversity found within the school is the major driver for school institutions to educate students with special educational needs efficiently and with equal opportunity for all. The objective of this scientific study was to investigate how the process of inclusion of students with physical disabilities in the public schools of Ananindeua - Pará has been carried out, collecting information via a semi-structured questionnaire and serving as a sample: Physical Education Teachers and Special Education Teachers, that directly serve these students in their respective schools, all linked to the Municipal Secretary of Education (SEMED); realizing what the difficulties, understandings and attitudes educators have about the theme. The study was conducted with a sample of 53 teachers (N = 54.7% female and N = 45.3% male). An adapted semi-structured questionnaire was applied, built in collaboration with this author and validated by the Jury of Experts. The analysis of the obtained results allowed us to conclude that most teachers have an effective professional bond: 86.8%. 44 teachers have academic degree of Specialists, 3 are Masters and no Doctor. 81.1% of teachers have had the opportunity to work in schools in Ananindeua with students with physical disabilities. Where 77.4% are currently serving this audience in their classes. The most used form of participation by teachers: is the participation adapted to all physical activities during the classes, 45.3%. When faced with information that has students with physical disabilities, the attitude of teachers in 75.5% is the inclusion of student activities, while 17% say it is integration, and 0% dismiss the student from classes. In terms of preparation to meet them: 45.3% say they are 70 to 90% prepared, but need continuing training on the subject, and absolutely none of them say they are 100% prepared. According to 54.7% of the answers, accessibility needs improvement both in the external environment and within the school environment. And 0% of them understand that accessibility is perfect.
Disability is part of the human condition, we will probably all be fearfully or permanently disabled at some point in life. And as the growth in enrollment of people with disabilities (PCD`S) in school grows, so does the responsibility of educational institutions. School Inclusive Education, in order to actually come to fruition, must be independent of social, intellectual, physical, cultural, religious or racial characteristics; Respect for this range of diversity found within the school is the major driver for school institutions to educate students with special educational needs efficiently and with equal opportunity for all. The objective of this scientific study was to investigate how the process of inclusion of students with physical disabilities in the public schools of Ananindeua - Pará has been carried out, collecting information via a semi-structured questionnaire and serving as a sample: Physical Education Teachers and Special Education Teachers, that directly serve these students in their respective schools, all linked to the Municipal Secretary of Education (SEMED); realizing what the difficulties, understandings and attitudes educators have about the theme. The study was conducted with a sample of 53 teachers (N = 54.7% female and N = 45.3% male). An adapted semi-structured questionnaire was applied, built in collaboration with this author and validated by the Jury of Experts. The analysis of the obtained results allowed us to conclude that most teachers have an effective professional bond: 86.8%. 44 teachers have academic degree of Specialists, 3 are Masters and no Doctor. 81.1% of teachers have had the opportunity to work in schools in Ananindeua with students with physical disabilities. Where 77.4% are currently serving this audience in their classes. The most used form of participation by teachers: is the participation adapted to all physical activities during the classes, 45.3%. When faced with information that has students with physical disabilities, the attitude of teachers in 75.5% is the inclusion of student activities, while 17% say it is integration, and 0% dismiss the student from classes. In terms of preparation to meet them: 45.3% say they are 70 to 90% prepared, but need continuing training on the subject, and absolutely none of them say they are 100% prepared. According to 54.7% of the answers, accessibility needs improvement both in the external environment and within the school environment. And 0% of them understand that accessibility is perfect.
Descrição
Orientação: António João Labisa da Silva Palmeira
Palavras-chave
MESTRADO EM EXERCÍCIO E BEM-ESTAR, EDUCAÇÃO FÍSICA, DESPORTO, EDUCAÇÃO INCLUSIVA, DEFICIÊNCIA FÍSICA, ACESSIBILIDADE, PHYSICAL EDUCATION, SPORT, INCLUSIVE EDUCATION, PHYSICAL DISABILITY, ACCESSIBILITY