Estabelecendo relações entre os aspecto na formação de professores de educação física e a realidade no ensino com pessoas com deficiências

Abstract

The Federal Constitution at the moment guarantees the immersion of all people to access schools, without making distinctions, so people with disabilities have the same rights and freedoms as others. This work advocated the general objective of discussing pedagogical actions in the training of Physical Education teachers for the development of teaching and learning of people with disabilities. As specific objectives, the work sought to identify the possibilities of intervention of the discipline/teacher in school physical education with students with disabilities; to analyze the pedagogical treatment of the physical education teacher in the intervention with students with disabilities. To carry out this study, the research was based on the following methodological paths: a study of the phenomenological currents with the application of a questionnaire via google forms with twenty three questions that encompassed three categories: the profile of the interviewees, the objective circumstances for teaching and the inclusion of students with disabilities and the training and teaching, reached the following results were interviewed four regular education teachers who work effectively in schools, it was found that teachers did not have the necessary support during graduation to develop teaching and learning for people with disabilities, although they had disciplines that allowed a brief contact for intervention, the interviewed teachers had to seek continuing education related to the theme to include and adapt the physical education classes to suit the students and we arrived the following conclusions that from these results, we can conclude Keywords: Physical Education; Deficiency; Teaching-learning.