Interfaces da prática docente inclusiva: diálogo com a formação continuada colaborativa em educação física

Abstract

The theme of inclusion in Physical Education classes and in continuing education has been discussed in various studies. However, despite this, many are the aspirations and concerns of teachers in their efforts to promote educational experiences that consider the specificity and subjectivity of each student, whether with or without disabilities, which becomes one of the challenges encountered in teaching practice. In this context, it is necessary to invest in proposals that provide opportunities for expanding knowledge in dialogue with reality and value the participation of all students during the teaching and learning process, based on an expanded concept of inclusion, with continuing education being one of the paths to knowledge expansion. Thus, the present study aims to analyze the constructed knowledge of collaborative continuing education in the inclusive practice of Physical Education teachers. Specifically, it sought to describe the actions and strategies used in the teaching practice of Physical Education teachers in the inclusion of students in remote learning; analyze the pedagogical proposal that was constructed and applied by teachers in Physical Education classes from an inclusive perspective; identify teachers' perceptions in their reports of experiences regarding the realization of Physical Education knowledge from an inclusive perspective; and present the implications of collaborative continuing education in inclusive teaching practice. For this, we chose as the investigative methodological approach the qualitative approach through collaborative action research, which involved the participation of nineteen Physical Education teachers and two coordinators from the Physical Education sector of the Municipal Basic Education Secretariat (SMEB) of the municipality of Ceará-Mirim/RN. We developed the semistructured interview to better understand the reality of the teachers and thus organize the next steps of the intervention. Subsequently, we structured the collaborative continuing education in ten formative meetings, with three being virtual and seven inperson, considering the need for training and structured teaching practice through remote learning, as indicated by the collaborating teachers. This was grounded in School Physical Education from an inclusive perspective and based on the discussion about the curriculum in dialogue with the BNCC (National Common Core Curriculum). The collaborative training space aimed to reflect on teaching practice, giving visibility to the voices of the actors in the process and facilitating the construction and sharing of teaching knowledge. These were interwoven through exchanges, a space for listening and speaking, interaction, and experiences, thus becoming a differentiating factor during the development of continuing education. As a result, the intervention proposal allowed for a broadened perspective on collaborative work between the researcher and the teachers. Additionally, in this process of teacher knowledge being led, constructed, redefined, and transformed, we considered the subjectivity of the collaborating teachers, starting from the different contexts in which teachers engage and reflect on their actions. Through this path, it was possible to interconnect knowledge and build many others, contributing to the professional development of the participating teachers, especially regarding a proposal for inclusive perspective lessons, considering the diversification of content.