Perfil e percepção dos professores de educação física, frente à educação especial na perspectiva inclusiva: formação e condições de trabalho

Abstract

Inclusive education has been a challenge in the Brazilian educational context, due to both the weakness in implementing and enforcing Inclusive Public Policies and the working conditions of professionals dealing with this reality, including the lack of ongoing training for professional development, as well as the absence of adequate resources and infrastructure. Physical Education teaching, especially in the context of Brazilian public schools, has been particularly challenging, as the lack of infrastructure and educational resources makes teachers true "jugglers," constantly adapting their lessons to enable students to experience theory alongside practice. The general objective of this research was to identify the challenges of Special Education from an Inclusive perspective based on the perceptions of Physical Education teachers working at the high school level in the Public School Network in João Pessoa, PB. The research was characterized as qualitative, quantitative, descriptive, and exploratory, utilizing bibliographic surveys, document analysis, and questionnaires. For the qualitative data analysis, the Thematic Content Analysis technique was used. Regarding quantitative data, numerical tabulation techniques were employed, with simple statistics and a description of the causes of the obtained data. In terms of results, one of the bottlenecks is found in initial training and, subsequently, in continuing education. It was observed that curricula still provide only a superficial approach to the topic of special education from an inclusive perspective. The continuing education programs, when offered by the State, typically address special education and inclusive education in a generalized manner, leading to an incompatibility with the specific area of the Physical Education professional. It is noteworthy that the study identified in the teachers' narratives a lack of school infrastructure, accessibility, resources, and materials, which reflect a weakened and exclusionary State from an educational perspective.