Desenho universal para aprendizagem na Educação Física: contribuições de uma formação continuada sob a ótica reflexiva

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Amália Rebouças de Paiva e
• Orientador(a): Gonçalves, Adriana Garcia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação Especial; Desenho universal para aprendizagem; Educação Física; Formação continuada reflexiva
• Palavras-chave em Inglês: Special Education; Universal design for learning; Physical Education; Reflective continued formation
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/14772

Promoting inclusive physical education (PE) classes is a challenge for teachers in the regular school system, an alternative that aims to subsidize the teacher to promote an inclusive class is the Universal Design for Learning (UDL). In this context, this research aimed to promote continuing education for physical education teachers that addressed the use of UDL in the context of regular education. To this end, this study was composed of two stages, stage 1 called diagnosis and planning was a descriptive research in which an online questionnaire was applied to 26 physical education teachers from a municipal education network, and two meetings were held with technical assistants of physical education that were recorded in the field diary. After qualitative analysis, a continuing education program was developed according to the demand of the county. The second stage corresponded to a collaborative research that used the focus group as a data collection technique and as a formative space for teachers. All five meetings were recorded and transcribed for analysis. Thematic analysis was carried out of all the material that gave rise to four major topics for discussion, they were: 1) Reflections on inclusion; 2) Inclusive pedagogical practices in PE; 3) PE teaching planning for PAEE students; 4) Application of UDL in PE: potential and challenges. As an external activity, teachers planned and applied an activity from the perspective of UDL. As a collective construct of continuing education, a practical guide for the application of UDL in PE and a concept map of UDL in PE were developed. The results showed that UDL collaborates for the inclusion of PAEE in the teachers' view because it is concerned with the engagement of all students in the activities. However, the teachers cited the short class time and the Brazilian structure as obstacles to the implementation of UDL in PE classes. At the end of the study, a social validity questionnaire was applied in order to evaluate the training program in which the participants were satisfied with the training offered. We conclude that it is possible to apply the principles of UDL in PE classes in regular education, especially if teachers work through interdisciplinary. The model of continuing education based on collaboration and in a focus group format proved to be efficient in terms of allowing the teacher to reflect on his practice and create new ways to promote inclusive practices. The collective constructs built during the training will collaborate for the application of the DUA in PE classes, and also in the training of other teachers.