A PRÁTICA PEDAGÓGICA DO PROFESSOR DE EDUCAÇÃO FÍSICA NA ESCOLA INCLUSIVA DA REDE PÚBLICA DE GOIÁS – ENSINO MÉDIO

Abstract

This research was developed in the Graduate Program of the Master's Degree in Education at Faculdade de Inhumas – FACMAIS, in the line of research Education, Culture, Theories and Pedagogical Processes. Although inclusion is a recurrent theme at the same time, it causes estrangement in educational institutions. The central problem of the research was directed to the identification and characterization of the role of the Physical Education teacher in the inclusive school. The main objective of the present study was to understand the limits and possibilities of the role of Physical Education teachers in public high schools. For this, specific objectives were established that included the identification of processes that characterize school inclusion, considering Physical Education as an important tool in this context; the analysis of the pedagogical work of Physical Education teachers in inclusive education in Goiás; and the explanation of the relevance of Physical Education as a tool for inclusion and for the physical and cognitive development of students in inclusive education. The methodological design followed the qualitative research model of a descriptive nature. A bibliographical research was carried out that included the selection of 22 works available in the Brazilian Digital Library of Theses and Dissertations. Field research covered five school units and involved conducting semi-structured interviews with five Physical Education teachers who teach high school in state schools in Goiânia. Content analysis of the interviews was carried out following the steps of pre-analysis, material exploration and interpretation of results. The dissertation is organized into three chapters, addressing topics such as the history of the inclusive school, the performance of the Physical Education teacher, the characterization of Physical Education in High School, the inclusion of students with disabilities in classes, teacher training and the challenges and possibilities of pedagogical practice. During the interviews, it was observed that teachers defend the inclusion of students with disabilities in the regular classroom. However, they expressed concern about the lack of support from Seduc-Go regarding professional updating and specific guidelines on working with students with disabilities. It became evident, the urgent need for educational institutions to reassess teacher training curricula, with the implementation of disciplines that address the inclusive theme. Even with all the obstacles existing in practice, teachers, aware of the importance of inclusion, seek to improve their knowledge and skills.