Formação dos professores de educação física da UFRPE: Uma análise do perfil do formando para atuação com pessoas com deficiência

Abstract

The inclusion of people with disabilities in School Physical Education classes guided this production. The objective of this research is to identify the profile of the undergraduate course in Physical Education of the Federal Rural University of Pernambuco for the educational action in the perspective of inclusion and as specific objectives: a) to understand the history, concepts and general aspects of People with Deficiency; b) relate concepts and aspects about the Person with Disabilities with Inclusive Education and Inclusive Physical Education; c) investigate whether the inclusive theme during the academic trajectory fulfills what the Political Pedagogical Project of the Course demands; d) To verify the need of the graduates of the Physical Education Degree course of the Federal Rural University of Pernambuco, of a greater approximation during the graduation of the theme Inclusion. The research took as reference to Declaração de Salamanca (1994), Stainback and Stainback (1999), Freire (2008), Brasil (2010), Jesus e Effgen (2012), Brasil (2015) among other authors and documents, to treat (2005), Sassaki (2003), Monte e Santos (2005), Amiralian (2000), among others, and issues related to education, Garcia (1977), Martins (2005), Saviani (1991), Fonseca (2003), Chicon (2008) and others. Based on qualitative, exploratory-type research, online questionnaires were applied through Google Docs to 39 students considered as trainees. The data allowed to identify several aspects necessary for the implementation of the inclusive proposal in the training of future teachers. The main difficulty indicated for the realization of inclusion in his future teaching referred to the difficulty of relating theoretical-practical knowledge to teacher attitudes towards Inclusive Education. As suggestions were highlighted: the need for the presence of the subject Inclusion in disciplines from the beginning of the course and through optional subjects that deal with the subject, experience with students with disabilities during the course, appropriate means to acquire theoretical and practical knowledge and in what way can be articulated to the appropriate attitudes in teaching. It is concluded that it is important to broaden and improve the perspective of Inclusion in the course, so that the students who are trained in it are apt and qualified for educational action in the perspective of inclusion.