Inclusão escolar nas aulas de Educação Física: revisão sistemática sobre a prática pedagógica dos professores

Abstract

Our study deals with inclusive pedagogical practices developed in regular school Physical Education classes. We aim to map and analyze the national and international scientific production that investigated inclusive pedagogical practices in physical education classes; systematize national and international studies on physical education teachers' pedagogical practices to promote the learning and development of students with disabilities and describe and analyze the findings of studies on the effectiveness of inclusive pedagogical practices in physical education classes. In order to achieve the proposed objectives, we conducted a literature search with a quantitative and qualitative approach through a systematic review, having as a data source scientific articles indexed in the database Web of Science. We organized and described all stages of the systematic review following the adopted framework. Eleven studies were considered eligible, according to the selection criteria used. For the thematic analysis, we divided the papers into two groups: in group one, five articles addressed intervention processes in the contexts investigated; in group two, six articles focused on gathering information from the participants. Among the results, we observed the abandonment of pedagogical practices centered on developing competencies and skills recruited in the content of sports modalities by practices that considered the diversity of needs and the promotion of multiple strategies to meet them. All five studies gathered in group one showed success in the interventions; the practical performance of teachers was transformed, positively changing the schooling indicators of the target audience of Special Education during Physical Education classes. On the other hand, we recognize that, in some studies, the schooling of the target public of Special Education did not happen effectively. In this study, collaboration among researchers and teachers, among teachers themselves, among teachers and students, and even parents collaborated to the promotion of favorable learning contexts in which everyone felt safe to advance in the paradigm shift that understands the classroom as being diverse and heterogeneous, and the specificities of students are taken into consideration and diversity is celebrated.