Corporeidade, percepções e modos de ser cego em aulas de educação física : um estudo fenomenológico-existencial

• Ano de defesa: 2016
• Autor(a) principal: Miranda, Ruy Antônio Wanderley Rodrigues de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Blindness; Special education; Physical education; Phenomenology; Deficientes visuais - educação; Inclusão em educação; Educação física; Fenomenologia; Cegueira; Educação especial; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8644

Studies on relationships between subjects and schools focusing on special education target students have been frequent in the school setting. Such as tensions, relationships in this setting may increase or decrease students’ conditions to learn. So, mutual affect between teacher and student creates knowledge to be appropriated autonomously with others in the world. This study aims at walking through the regular school and phenomenologically unveiling a blind student’s way of being in his interdependence relationships kept between his living body and his experienced bodiliness during the processes for constituting his autonomy and social inclusion in physical education classes in a public municipal school setting in the City of Vitoria, ES, Brazil. The study adopts a qualitative approach from a theoretical-methodological phenomenological-existential perspective about autonomy constitution processes of a congenitally blind adolescent. Data gathering employed field journal, nonstructured interviews and testimonies of eighteen moments of observations of the student’s surroundings, from his family and home, to the school and its managers, to physical education classes, which were the focus of this study. The observation and hearing of the blind student’s everyday life during data gathering allowed us to think and feel what it is like to be blind in physical education classes. They made us reflect on inclusive pedagogical practices and other aspects that affect the learning processes of a blind student in a regular school. The results and discussions lead to understanding that being blind in physical education classes means to face physical and attitudinal barriers. Also, it requires personal effort so that experience and knowledge are appropriated in a tireless search for autonomy, which is constituted in his way of being along the other in the world.