A formação inicial do professor de educação física e sua implicação na construção pedagógica frente a inclusão de alunos com deficiência intelectual

Abstract

As this is a delicate and highly relevant topic, not only for me, but also for physical education as a whole, I analyzed and discussed the understanding and pedagogical practices of a group of five (05) physical education teachers from public network of the state, about the process of inclusion of students with intellectual disabilities in their classes of the final years of elementary school, as well as I also discussed about their initial training, understanding how much they enabled enough pedagogical knowledge to develop the process of inclusion of this specific public. Bearing in mind that my experiences with these subjects in specifics were not productive, I saw the need to delve deeper into the subject in order to better understand the possibilities of working with this audience. I applied a questionnaire containing eight (08) questions, and through this, I was able to better understand the reality of these teachers. The present study showed us the need to propose some reflections on the initial training of physical education teachers, in terms of inclusive people with intellectual disabilities, and it will also serve as a contribution for researchers, teachers and academics who seek to expand their knowledge about the process of teaching-learning of these students. According to the participating teachers, the need to adapt to social changes makes the curricular proposals of training courses in physical education seek new pedagogical strategies to build a more reflective teacher and prepared to act in the inclusion process after the conclusion of the course. The challenges are many, the reports show us the size of the difficulties faced, however, the teachers were persevering in the face of the adversities encountered, it is still necessary to overcome some prejudices and barriers, but we are moving in the right direction.