Educational inclusion in the physical education: reflections concerning the teaching formation

Educational inclusion in the physical education: reflections concerning the teaching formation

Authors

  • Vanderlei Balbino Costa Universidade Federal de São Carlos, SP

DOI:

https://doi.org/10.5016/1980-6574.2010v16n4p889

Keywords:

Inclusão Escolar. Educação Física. Formação Docente.

Abstract

The present Master’s Degree study is the result of a work carried out between the years 2007 and 2008 in public and private primary schools in São Carlos, São Paulo State, with blind students regularly registered in elementary and high schools of this municipality. In this work we sought to understand the process of educational inclusion in Physical Education class with blind students in basic education. The methodology used was qualitative research based on the philosophical principles of Phenomenology. The results have shown us that the process of inclusion in Physical Education classes is difficult to accomplish due to bad teaching formation and preparation. The observations carried out along blind students also demonstrated how unsatisfied they are with the treatment that their teachers provide, specially about their sharing on physical activities and recreational sports which are planned by professionals who teach this curriculum component in schools. Our reflections are that the process of inclusion also in Physical Education classes will likely take a long time to happen in all schools. Keywords: Educational Inclusion. Physical Education. Teacher Formation.

Author Biography

Vanderlei Balbino Costa, Universidade Federal de São Carlos, SP

Possui graduação em Licenciatura Plena em História pela Universidade Federal de Mato Grosso (1992). É técnico em assuntos culturais da Prefeitura Municipal de Rondonópolis, ex-pesquisador da Fundação Carlos Chagas e técnico de apoio educacional do Centro Estadual de Educação Profissional e Tecnológica de Mato Grosso. Especialista em Administração Escolar e Didática do Ensino Superior. Mestre em Educação pelo Programa de Pós-graduação em Educação na Universidade Federal de São Carlos - UFSCar. EM 2009 iniciou doutorado no Programa de Pós-Graduação em Educação Especial na Universidade Federal de São Carlos - UFSCar. Currículo Lattes: http://lattes.cnpq.br/9675106511430204

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Published

2017-11-08

Issue

V. 16, N. 4 (2010)

Section

Original Articles

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