A interação entre alunos com e sem deficiência na educação infantil na perspectiva do professor de educação física: um modelo de intervenção na formação continuada
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Data
2020-04-24
Autores
Lopes, Alana Dolmen
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Universidade Estadual Paulista (Unesp)
Resumo
A Educação Física é importante no desenvolvimento dos alunos, com deficiência ou não, sendo a interação um dos eixos norteadores das ações pedagógicas na Educação Infantil, que exige do professor, formação adequada que os capacite para os desafios da Educação Inclusiva. O estudo avaliou a percepção de professores de Educação Física da interação entre alunos com e sem deficiência na Educação Infantil e promoveu um modelo de formação continuada para minimizar as dificuldades. Foi utilizada uma abordagem metodológica quali-quantitativa, com a participação de 10 professores de Educação Física que ministravam ou já haviam ministrado aulas para alunos com deficiência na Educação Infantil. Foi aplicado um questionário identificando as características dos participantes, atitudes, estratégias e dificuldades em relação à inclusão e à percepção sobre a importância da formação continuada. A partir da análise estatística e de conteúdo categorial, observou-se, entre outras questões, que os professores nem sempre se sentem aptos a desenvolver atividades que possibilitem a interação entre os alunos, acarretando algumas dificuldades, nas quais se destacaram as referentes à questão “administrativo-escolar”; ao diagnóstico; à família; aos espaços e recursos pedagógicos e às estratégias de ensino. A partir dos resultados, foram planejadas e aplicadas 4 aulas que fizeram parte das ações formativas, com a participação de convidados, abordando os temas: 1) A interação entre alunos com e sem deficiência na Educação Física na Educação Infantil: PEI como uma ação prática para a inclusão; 2) Neurociências no aprendizado e memória; 3) O AEE e a Educação Física: o apoio colaborativo como uma estratégia de trabalho pedagógico; 4) Inclusão escolar e a fisioterapia, colaborando com o aprendizado: o aluno com deficiência física nas aulas de Educação Física, conceitos, orientações e estratégias. Para avaliar as aulas, utilizou-se um segundo questionário que buscou as considerações dos professores sobre o conteúdo, a dinâmica, o material didático e a colaboração das aulas para o desenvolvimento profissional em relação ao trabalho com alunos com e sem deficiência. Concluiu-se que, a formação continuada, partindo das reais necessidades do contexto escolar, colaborou para o aperfeiçoamento dos professores, promovendo a reflexão sobre a prática, gerando mudanças, indo ao encontro de uma Educação Física mais inclusiva.
Physical Education is important in the development of students, disabled or not, and interaction is one of the guiding axes of pedagogical actions in Early Childhood Education, which requires the teacher to have adequate training to enable them to meet the challenges of Inclusive Education. The study evaluated the perception of Physical Education teachers of the interaction between students with and without disabilities in Early Childhood Education and promoted a model of continuing education to minimize difficulties. A qualitative and quantitative methodological approach was used, with the participation of 10 Physical Education teachers who taught or had already taught classes for students with disabilities in Early Childhood Education. A questionnaire was applied identifying the characteristics of the participants, attitudes, strategies and difficulties in relation to inclusion and the perception of the importance of continuing education. From the statistical analysis and categorical content, it was observed, among other issues, that teachers do not always feel able to develop activities that enable interaction between students, resulting in some difficulties, with emphasis on administrative-school issues; diagnosis; the family; pedagogical spaces and resources and teaching strategies. Based on the results, 4 classes were planned and applied, which were part of the training actions, with the participation of guests, addressing the themes: 1) The interaction between students with and without disabilities in Physical Education in Early Childhood Education: PEI as a practical action for the inclusion; 2) Neurosciences in learning and memory; 3) AEE and Physical Education: collaborative support as a pedagogical work strategy; 4) School inclusion and physiotherapy collaborating with learning: students with physical disabilities in Physical Education classes, concepts, guidelines and strategies. To evaluate the classes, a second questionnaire was used that sought the teachers' considerations about the content, dynamics, didactic material and the collaboration of the classes for professional development in relation to working with students with and without disabilities. It was concluded that, the continuous formation starting from the real needs of the school context collaborated for the improvement of the teachers promoting the reflection on the practice, generating changes, meeting a more inclusive Physical Education.
Physical Education is important in the development of students, disabled or not, and interaction is one of the guiding axes of pedagogical actions in Early Childhood Education, which requires the teacher to have adequate training to enable them to meet the challenges of Inclusive Education. The study evaluated the perception of Physical Education teachers of the interaction between students with and without disabilities in Early Childhood Education and promoted a model of continuing education to minimize difficulties. A qualitative and quantitative methodological approach was used, with the participation of 10 Physical Education teachers who taught or had already taught classes for students with disabilities in Early Childhood Education. A questionnaire was applied identifying the characteristics of the participants, attitudes, strategies and difficulties in relation to inclusion and the perception of the importance of continuing education. From the statistical analysis and categorical content, it was observed, among other issues, that teachers do not always feel able to develop activities that enable interaction between students, resulting in some difficulties, with emphasis on administrative-school issues; diagnosis; the family; pedagogical spaces and resources and teaching strategies. Based on the results, 4 classes were planned and applied, which were part of the training actions, with the participation of guests, addressing the themes: 1) The interaction between students with and without disabilities in Physical Education in Early Childhood Education: PEI as a practical action for the inclusion; 2) Neurosciences in learning and memory; 3) AEE and Physical Education: collaborative support as a pedagogical work strategy; 4) School inclusion and physiotherapy collaborating with learning: students with physical disabilities in Physical Education classes, concepts, guidelines and strategies. To evaluate the classes, a second questionnaire was used that sought the teachers' considerations about the content, dynamics, didactic material and the collaboration of the classes for professional development in relation to working with students with and without disabilities. It was concluded that, the continuous formation starting from the real needs of the school context collaborated for the improvement of the teachers promoting the reflection on the practice, generating changes, meeting a more inclusive Physical Education.
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Palavras-chave
Educação infantil, Educação inclusiva, Educação física, Interação, Formação continuada, Childhood education, Inclusive education, Physical education, Interaction, Continuing education