Biblioteca Digital de VanguardiaPhysical Education PHYSICAL EDUCATION AND INCLUSION OF STUDENTS WITH DISABILITIES IN BRAZIL: TENSIONS BETWEEN LEGISLATION AND SCIENTIFIC PRODUCTION
Physical education as a curricular component of Basic Education in Brazil has been seeking alternatives to ensure access and maximum development of students with disabilities in general schools. This essay aimed to discuss the inclusion of students with disabilities in the context of physical educat...
| Autores principales: | , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
UNESP
2019
|
| Materias: | |
| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/sobama/article/view/8739 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69358 |
| Sumario: | Physical education as a curricular component of Basic Education in Brazil has been seeking alternatives to ensure access and maximum development of students with disabilities in general schools. This essay aimed to discuss the inclusion of students with disabilities in the context of physical education in Brazil, in order to analyze some points of tension between what is ensured by law and the services delivered to this population, based on scientific studies. From a qualitative perspective, a theoretical study was carried out regarding the interface "physical education" and "inclusion", considering the analysis of: 1. documents extracted from Brazilian legislation; and 2. dissertations and theses involving research related to the theme. The results are presented and discussed in four categories of analysis: 1. Legal aspects related to the inclusion of students with special needs in Brazil; 2. Statistical data and diagnosis of students with disabilities in Brazilian education; 3. Training of physical education professionals to work with this population; 4. Pedagogical practices and specialized services in Adapted Physical Education. It is concluded that there is considerable distance between legislation and national scientific production. On the one hand, in spite of legal guarantees, factors were identified indicating that Brazilian legislation has been insufficient to ensure the inclusion of students with disabilities in the context of physical education. In another sense, it was detected that the researches have not been enough to inspire changes in the educational system or to generate public policies capable of modifying this scenario. |
|---|