Recursos do profissional de Educação Física junto a turmas de crianças com e sem deficiência na cidade de Santos-SP
Arquivos
Data
2023-07-14
Autores
Siqueira, Amanda Neves Jesuino 
Orientadores
Oliveira, Rogério Cruz de
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O objetivo do estudo é investigar quais recursos são utilizados por profissionais da área de
Educação Física na cidade em escolas públicas de Santos-SP em turmas de crianças com e
sem deficiência. Foi desenvolvida uma pesquisa descritiva com abordagem qualitativa.
Participaram do estudo quatro professores de Educação Física que atuam em escolas públicas
da cidade de Santos-SP. O critério de inclusão foi considerado professores de Educação Física
com experiência prévia ao trabalhar em escolas com crianças com e sem deficiência, atuantes
no município de Santos-SP. A coleta de dados foi realizada de forma presencial e online
através de reuniões pelo aplicativo stream yard. A coleta de dados se deu por questionário e
entrevista semiestruturada com foco nos relatos de experiência vivenciados pelos professores
de Educação física com turmas de crianças com e sem deficiência. A análise de dados se deu
por categorias não-apriorísticas. Como resultados, os professores indicaram que as
deficiências mais vistas por eles foram o autismo, síndrome de down, deficiência física,
surdez, dentre outros (Transtorno do Déficit de Atenção e Hiperatividade e ansiedade). Com
exceção de um voluntário, os professores relataram não conhecer Libras ou Braille. Em
relação às dificuldades em ministrar aulas para turmas de crianças com e sem deficiência, as
categorias foram: Rotatividade dos professores, didática, diversidade e preconceito. Sobre
como imaginam a interação dos alunos com e sem deficiência sem a mediação dos
professores, foram observadas duas categorias: inclusão e exclusão. Já em relação às
atividades que eles propõem que estimulem a inclusão, afeto e empatia por seus colegas,
todos responderam que sim, de alguma forma, tentavam estimular essa dinâmica através de
atividades entre os alunos. Além disso, também há a presença de adaptações de atividades
para que todos consigam compreender e participar igualmente. Concluiu-se que os
professores utilizam de recursos didáticos como adaptações de brincadeiras e atividades
propostas, flexibilização da grade curricular para incluir atividades lúdicas que estimulem
habilidades individuais de alunos com deficiência, cooperação e contribuição dos próprios
alunos durante as aulas de Educação Física com o intuito de promover um ambiente de
inclusão e igualdade de oportunidades entre os alunos com e sem deficiência das escolas da
cidade de Santos-SP.
The objective of the study is to investigate which resources are used by professionals in the area of Physical Education in the city in public schools of Santos-SP in classes of children with and without disabilities. A descriptive research with a qualitative approach was developed. Participated in the study four physical education teachers who work in public schools in the city of Santos-SP. The inclusion criterion was considered Physical Education teachers with previous experience working in schools with children with and without disabilities, working in the municipality of Santos-SP. Data collection was carried out in person and online through meetings through the stream yard application. Data collection took place by questionnaire and semi-structured interview focusing on the experience reports experienced by physical education teachers with classes of children with and without disabilities. Data analysis was done by non-aprioristic categories. As a result, the teachers indicated that the disabilities most seen by them were autism, down syndrome, physical disability, deafness, among others (Attention Deficit Hyperactivity Disorder and anxiety). With the exception of one volunteer, teachers reported not knowing Libras or Braille. Regarding the difficulties in teaching classes for children with and without disabilities, the categories were: Teacher turnover, didactics, diversity and prejudice. Regarding how they imagine the interaction of students with and without disabilities without the mediation of teachers, two categories were observed: inclusion and exclusion. Regarding the activities they propose that stimulate inclusion, affection and empathy for their colleagues, all answered that yes, in some way, they tried to stimulate this dynamic through activities among students. In addition, there is also the presence of adaptations of activities so that everyone can understand and participate equally. It was concluded that teachers use didactic resources such as adaptations of games and proposed activities, flexibilization of the curriculum to include playful activities that stimulate individual skills of students with disabilities, cooperation and contribution of the students themselves during Physical Education classes in order to promote an environment of inclusion and equal opportunities between students with and without disabilities in schools in the city of Santos-SP.
The objective of the study is to investigate which resources are used by professionals in the area of Physical Education in the city in public schools of Santos-SP in classes of children with and without disabilities. A descriptive research with a qualitative approach was developed. Participated in the study four physical education teachers who work in public schools in the city of Santos-SP. The inclusion criterion was considered Physical Education teachers with previous experience working in schools with children with and without disabilities, working in the municipality of Santos-SP. Data collection was carried out in person and online through meetings through the stream yard application. Data collection took place by questionnaire and semi-structured interview focusing on the experience reports experienced by physical education teachers with classes of children with and without disabilities. Data analysis was done by non-aprioristic categories. As a result, the teachers indicated that the disabilities most seen by them were autism, down syndrome, physical disability, deafness, among others (Attention Deficit Hyperactivity Disorder and anxiety). With the exception of one volunteer, teachers reported not knowing Libras or Braille. Regarding the difficulties in teaching classes for children with and without disabilities, the categories were: Teacher turnover, didactics, diversity and prejudice. Regarding how they imagine the interaction of students with and without disabilities without the mediation of teachers, two categories were observed: inclusion and exclusion. Regarding the activities they propose that stimulate inclusion, affection and empathy for their colleagues, all answered that yes, in some way, they tried to stimulate this dynamic through activities among students. In addition, there is also the presence of adaptations of activities so that everyone can understand and participate equally. It was concluded that teachers use didactic resources such as adaptations of games and proposed activities, flexibilization of the curriculum to include playful activities that stimulate individual skills of students with disabilities, cooperation and contribution of the students themselves during Physical Education classes in order to promote an environment of inclusion and equal opportunities between students with and without disabilities in schools in the city of Santos-SP.
Descrição
Citação
SIQUEIRA, Amanda Neves Jesuino. Recursos do profissional de Educação Física junto a turmas de crianças com e sem deficiência na cidade de Santos-SP. 2023. 40 f. Trabalho de conclusão de curso (Graduação em Educação Física) - Instituto de Saúde e Sociedade, Universidade Federal de São Paulo, Santos, 2023.