Práticas pedagógicas inclusivas na educação física: uma proposta de sequência didática para o curso de administração da Escola Profissional e Tecnológica Marta Maria Giffoni de Sousa em Acaraú -CE

Abstract

The present study aims to investigate how the Physical Education discipline is contributing to promoting inclusion in EPT at Escola Marta Maria Giffoni Acaraú — Ceará. The theoretical framework of this Dissertation contextualizes the Discipline of Physical Education in Professional and Technological Education; Inclusive Education in Brazil: a brief historical context; Inclusive Education in Physical Education; Professional and Technological Education: historical/legal overview and legal frameworks for the inclusive process in the Ceará State network; Inclusive education in Ceará: guidelines for serving target students in Special Education in Ceará; Student Learning in Inclusive Education; Procedures and guidelines to ensure enrollment, access and permanence in EE; Curriculum and planning in EEEPs; Assessment of. Regarding the methodology, it can be stated that the research is justified as qualitative, with action research (Thiollent) as methodology, the results obtained in the research were analyzed based on Bardin's Discourse Analysis (1977), with the main way of collecting data the application of semi-structured interviews applied in the preamble and at the end of the work. Regarding the choice of participants, they were invited from the EEEP Administration Course Marta Maria Giffone, in the city of Acaraú, with a total of 42 students and 01 1st year teacher. After analyzing the data and dialogues of the participants, it was concluded that the Physical Education Discipline is an important tool for inclusion in the school and social environment, however, for this to really happen, it is still essential that pedagogical actions are carried out, in addition to the development of emotional and social skills essential to guaranteeing the rights of all people, regardless of their physical, cognitive or social conditions. Still as a result of the research, a didactic sequence called “BUILDING BRIDGE: a Journey for Inclusion in Physical Education Classes in Integrated High School” was presented as a methodological suggestion, which presents itself as a methodological possibility of reflection on the role of physical education in fight for inclusion. After all, we understand that schools, teachers, students and society must experience inclusion in everyday life and not just in speech. The area of concentration is represented by teaching, with the line of research, organization and memories of pedagogical spaces in Professional and Technological Education.