Reflexões sobre a inclusão na educação física escolar

Abstract

The inclusion of students with disabilities in regular education is based on three elements: legal actions that define the rights and duties of all involved, academic knowledge to enable teachers to act according to legal requirements, and professional practice that must be based on the two previous elements.However, difficulties arose to implement the implementation of such measures in the school reality.The purpose of this study was to re-read the general construction of the inclusion of students with disabilities in the context of Physical School Education, analyzing the construction of legislation, academic knowledge of Physical Education and the performance of teachers in this school discipline.For this, this study was developed in three moments: initially, to verify the legal actions promulgated in Brazil on the educational inclusion of people with disabilities, a documentary research was carried out with the term "education", from 1960 to 2015, in the Base of the Federal Legislation, with appreciation of the data by documentary analysis with categorization; Subsequently, a systematic review of the literature on the theses and dissertations produced up to 2015 in all the nationally accredited postgraduate programs on this topic was carried out to investigate the scientific production of Physical Education on educational inclusion.Capes electronic portal and on the electronic page of the library of each accredited teaching institution, with a subsequent integrative analysis of the data; Finally, in a case study, questionnaires were applied to Physical Education teachers of the municipal primary education of Americana, São Paulo, with data analysis by categorization, to understand their teaching practice.As a result, we find that the plans of legislation, academic research and teaching practice have little interaction with each other, with laws based on theoretical determinations devoid of actions for their implementation in practice, predominantly conceptual academic studies with timid orientations to interventions and unknown schoolteachers both.We suggest, therefore, a "Structured Inclusion" by the articulation between the elements of the triad legislation, academic knowledge and professional practice, based on the teaching autonomy to overcome this dichotomy theory versus practice.