Inclusão de alunos com deficiência nas aulas de educação física: desafios e perspectivas dos professores na rede pública de Parnamirim/RN

Abstract

This study addresses a topic of increasing relevance in the Brazilian educational debate: the inclusion of students with disabilities in Physical Education classes. Given a scenario that requires pedagogical adaptations to ensure the full participation of all students, this study seeks to understand the barriers faced and strategies used by Physical Education teachers to promote inclusive education. The general objective of the study was to analyze the main challenges faced in the inclusion of students with disabilities in Physical Education classes at the Doutor Antônio de Souza State FullTime School in Parnamirim/RN. The specific objectives included: understanding how teachers deal with inclusion, identifying pedagogical strategies used and mapping the existing conditions and barriers to promoting inclusive education. Using descriptive methodology with a qualitative approach, this research was based on classroom observations, application of a structured questionnaire with the teacher in charge and practical intervention with the class. The results highlighted significant obstacles, such as the lack of specific teacher training, absence of adequate infrastructure and insufficient adapted resources. On the other hand, efforts to use inclusive pedagogical practices and partial support from professionals in Specialized Educational Services (AEE) were highlighted. The analysis demonstrated that the inclusion of students with disabilities in Physical Education classes still faces structural, material, methodological and teacher training challenges. However, the study highlighted the importance of effective public policies, continuous investment in teacher training and improvements in school resources and spaces to achieve truly inclusive education. It is concluded that inclusion is not just a technical issue, but a cultural and social transformation that requires the commitment of everyone involved in the educational process. Promoting pedagogical practices that respect diversity and encourage the full development of all students is essential to building a more just, equitable and accessible school.