Inclusão educacional: em foco a formação de professores de educação física
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Data
2017-02-16
Autores
Louzada, Juliana Cavalcante de Andrade [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com as políticas de educação inclusiva o professor enfrenta diferentes desafios para atender as demandas educacionais especiais do público-alvo da educação especial em salas de aula regulares, na escola comum. Nas aulas de Educação Física esta realidade não é diferente. O atendimento deste público vem imprimindo aos atores envolvidos neste processo a necessidade de revisão dos fundamentos teórico-práticos que orientam a formação de professores na área da Educação Física. Desse modo, alguns aspectos relacionados a formação inicial de professores, devem ser melhor discutidos. Esse estudo investigou e descreveu a organização de conteúdos curriculares da Educação Especial nos cursos de Educação Física. Para tanto, foi realizado o levantamento das grades curriculares de seis cursos de licenciatura em Educação Física oferecidos em quatro instituições públicas do estado de São Paulo que se encontram entre os dez melhores cursos do país, bem como planos de ensino de disciplinas relacionadas a temática e por fim, foi realizada entrevista com os coordenadores de cada curso. A procura das disciplinas se deu pelo método de busca por radicais e os planos de ensino e as transcrições das entrevistas foram examinadas com base na análise de conteúdo proposta por Bardin. Os dados revelam que as instituições analisadas oferecem disciplinas voltadas a formação dos professores na perspectiva da Educação Inclusiva, porém, as análises indicam divergências na formação docente, quando mencionam sobre a compreensão do público-alvo definido nas políticas da educação especial na perspectiva da Educação Inclusiva e os fundamentos e princípios que regem a oferta da Libras nos cursos de licenciatura. No tocante aos coordenadores, as análises das entrevistas apontam que os mesmos apresentavam pouquíssimo conhecimento acerca das normativas relacionadas à educação inclusiva, e isso pode ser atribuído ao fato da pessoa com deficiência ter chegado recentemente ao ensino superior, uma vez que a educação especial era vista apenas por um público que tinha interesse específico na área. No entanto, reconhecem as ações promovidas pela IES para capacitar minimamente os alunos no que refere ao atendimento do público-alvo da educação especial. Ressaltam ainda que embora sejam poucas e pontuais as disciplinas e ações desenvolvidas pelas IES, estas contribuem de maneira significativa no processo de formação dos futuros professores.
With the policies of inclusive education and the need to include in the regular classrooms students with disabilities, new challenges appear to the teacher that deals with an each time more disparate public in the classroom in regular school. Physical education classes are not different, though. The specialized educational needs of that student with disability in regular school has shown the necessity of reviewing the practical and theoretical sources that guide the training of teachers in the physical education area. By this mean, some points related to the initial training of teachers need to be better discussed. This study investigated and described the special education curriculum contents organization of physical education degree. To do so, a mapping of the curriculum of the degrees in six courses in physical education provided by four public institutions in the state of SP which are among the ten best of the country was made, as well as syllabuses of subjects related to it and finally interviews with the coordinator of each course. The searching of subjects happened by looking through radical and the syllabuses and transcriptions of the interviews were observed based on the analyses of the content proposed by Bardin. The data showed that the analyzed institutions offer subjects aimed at teacher training in the perspective of inclusive education although, the analyses indicate divergences in the teacher training, when mentioning the understanding of the student with disbility defined on the special education policy in the perspective of the inclusive education and the fundamentals and values that control the offer of LIBRAS in the teaching degrees. Concerning the coordinators, the interviews analysis show that they had few knowledge about inclusive education norms, and this can be due to the fact that the person with the disability has just started the graduation, since special education was only seen by a specific audience that had interest in the area. However, they recognize the actions proposed by the HSI to enable the students to be minimally involved in attending the target audience of special education. They also point out that although the disciplines and actions developed by HSI are few and punctual, they contribute significantly to the future training of teachers.
With the policies of inclusive education and the need to include in the regular classrooms students with disabilities, new challenges appear to the teacher that deals with an each time more disparate public in the classroom in regular school. Physical education classes are not different, though. The specialized educational needs of that student with disability in regular school has shown the necessity of reviewing the practical and theoretical sources that guide the training of teachers in the physical education area. By this mean, some points related to the initial training of teachers need to be better discussed. This study investigated and described the special education curriculum contents organization of physical education degree. To do so, a mapping of the curriculum of the degrees in six courses in physical education provided by four public institutions in the state of SP which are among the ten best of the country was made, as well as syllabuses of subjects related to it and finally interviews with the coordinator of each course. The searching of subjects happened by looking through radical and the syllabuses and transcriptions of the interviews were observed based on the analyses of the content proposed by Bardin. The data showed that the analyzed institutions offer subjects aimed at teacher training in the perspective of inclusive education although, the analyses indicate divergences in the teacher training, when mentioning the understanding of the student with disbility defined on the special education policy in the perspective of the inclusive education and the fundamentals and values that control the offer of LIBRAS in the teaching degrees. Concerning the coordinators, the interviews analysis show that they had few knowledge about inclusive education norms, and this can be due to the fact that the person with the disability has just started the graduation, since special education was only seen by a specific audience that had interest in the area. However, they recognize the actions proposed by the HSI to enable the students to be minimally involved in attending the target audience of special education. They also point out that although the disciplines and actions developed by HSI are few and punctual, they contribute significantly to the future training of teachers.
Descrição
Palavras-chave
Formação de professores, Educação física, Educação especial, Educação inclusiva, Teacher training, Physical education, Special education, Inclusive education