Educação física, educação infantil e inclusão: repercussões da formação inicial

• Ano de defesa: 2019
• Autor(a) principal: Machado, Valesca Felix
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação Física; UFSM; Programa de Pós-Graduação em Educação Física; Centro de Educação Física e Desportos
• Palavras-chave em Português: Educação infantil; Educação física; Inclusão escolar; Early childhood education; Physical education; School inclusion; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/19229

The objective that conducted this study consists of analyzing and understanding how the experience of initiation to teaching of undergraduate students in Physical Education in the context of inclusion in early Childhood Education impacts on their education. The study had as problematic the following question: What do the students and graduates of the Institutional Program of Initiation to Teaching (PIBID) express about their experience of formation in an inclusive context in early childhood education, through the narratives of formation? To Understanding this process was conducted a literature review on School Inclusion, Physical Education and Early Childhood Education, giving further complement to a bibliographic review about inclusion. The methodological procedure, in order to achieve the objective, is characterized as a descriptive study of qualitative bias. As a procedure for the production of data semi-structured interviews were conducted with 5 students and graduates of the Physical Education Degree Course Federal University of Santa Maria (UFSM), aiming to produce narratives about their experience in the Institutional Program of Initiation to Teaching (PIBID) with Early Childhood Education, in the context of inclusion. As main results, the study included, from the narratives, important reports about the experiences lived at the level of Early Childhood Education and with children with disabilities, presenting the importance of a Teaching Initiation Program in Initial Teacher Education and being inserted in basic education of teaching, through the following categories: Teaching Initiation and initial formation; Teaching Initiation, the process of inclusion and early childhood education; and, finally, Early Childhood Education, Physical Education and Inclusion: Learning from the beginning of teaching. It is concluded that the study does not result as finished, because there are several aspects to be studied and deepened through the scientific literature of the area. Notably, the experience with Physical Education in the context of Early Childhood Education shows itself as a fertile ground for studies that direct a careful and sensitive look to the daily life lived in schools.