O trato com o conceito de inclusão na educação física escolar: um estudo dos documentos PCPE 2013 e do Currículo de Pernambuco 2019.

Abstract

The term social exclusion has presented itself with very varied meanings, conceptualizing different situations of discrimination, vulnerability, among others. The various approaches that lead to a broad use of the term, allowing it to designate any social situation or condition of lack, difficulty of access, segregation and discrimination. Already inclusion is a subtle process, it is not a thing, it is a process that involves the whole man and his relationships with others and with society. Analyzing the issue of exclusion / inclusion in society in general and in education in particular implies dimensioning it in historical terms and in a contextualized way. Although aware of the existence of several studies on the subject, the present study was proposed by the need to deepen our understanding of the gaps in the process of exclusion / inclusion in society, education and physical education. For this, our general objective was to analyze the conceptions of exclusion / inclusion present in society, in the Curricular Parameters of Pernambuco – PCPE 2013 and its pedagogical didactic developments in the teaching of physical education. To do so, our instruments of data collection were the empirical sources, emphasizing the characterization of the logic of the dialectical exclusion / inclusion in capitalist society and how it is expressed in school education and physical education present in the Official Documents guiding Basic Education in Pernambuco , PCPE 2013, Parameters of the Classroom: Physical Education 2013 and Curriculum of Pernambuco 2019; The study data were collected through Content Analysis; The organization and systematization of the results will be through the Exposition of the contradictions of the arguments about the conceptions of exclusion / inclusion and pedagogical work contained in the analyzed works. The reflections developed during the production of this study consider that thinking about working class education implies guiding school work beyond the precepts of inclusion. In the capitalist context, the diffusion of the ideology of class domination becomes even more important for the bourgeoisie. However, they have been important in the struggles for human rights and social rights, but much remains to be clarified and discussed about inclusion. In dealing with inclusion, we are sent to the field of education. For inclusion to actually take place in schools, it is necessary for education to assume a position of change in educational practices that rejects the barriers and prejudices of all order within and outside the classroom. The guiding documents of basic education cited during the work show us an attempt to seek new reflections for Inclusive Physical Education.