Ações colaborativas entre atendimento educacional especializado e educação física: possibilidades para inclusão escolar

• Ano de defesa: 2023
• Autor(a) principal: Pavão, Rita de Cássia de Almeida
• Orientador(a): Munster, Mey de Abreu Van
• Tipo de documento: Dissertação
• 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 epecial; Educação física escolar; Atendimento educacional especializado; Trabalho colaborativo; Educação Inclusiva
• Palavras-chave em Inglês: Special education; Educational physical education; Specialized educational service; Collaborative work; Inclusive education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/17715

The Specialized Educational Service (SES) is a support service developed by a specialized professional who, in partnership with regular school teachers, verifies the barriers to learning, establishing suitable environments and ways of working that make the learning process effective for students Target Audience Special Education (TASE). The Educational Physical Education (EPE) proposes the effective participation of all students in classes, including students with disabilities, offering equal opportunities. However, is questioned how the relationship between EPE and SES has been established (or not). Based on this assumption, the present research had the general objective of analyzing the interface between SES teachers and EPE teachers in the context of learning for students with disabilities and proposing moments of interaction and articulation that enable a collaborative partnership, in two public schools. Whit a qualitative perspective, the collaborative research was used as a method. In addition to the researcher, an SES teacher and a PE teacher from the municipal network of a medium-sized city in the interior of São Paulo participated in this research, and an SES teacher and a PE teacher from the state network of a small city, also from the interior of São Paulo, in addition to their respective students with disabilities. Data collection procedures were organized based on three stages: identification of the difficulties faced by PE teachers for the participation of students with disabilities in the context of classes; development of collaborative actions; and assessment. As a data collection instrument a documentary source was used, associated with semi-structured interview techniques and observation of the practices of PE teachers. To assess the impacts of this partnership between, those who research, those who support and those who teach PE, was used thematic analysis. As a result it was identified that actions carried out in partnerships between the two areas of knowledge are origins in the context of PE classes and in the SES, although difficulties related to the establishment of collaborative work were found. It is concluded that, despite the restrictions faced, partnership actions can help to modify and transform the practice and reality of teachers and students with disabilities, since it was possible to identify, even if subtle, emotional effects on the improvement of participation and learning of these students. It was also possible to verify that the interaction between the PE teacher and the SES teacher constitutes a possibility of support, which helps in overcoming the difficulties and anxieties related to school inclusion.