Práticas pedagógicas na perspectiva inclusiva: educação física e os alunos com transtorno do espectro autista na educação profissional

Abstract

This study aims to analyze the reports of Physical Education teachers at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) regarding the pedagogical practices developed in classes that have students with Autism Spectrum Disorders (ASD). To this end, an expanded case study was developed, with a methodology based on studies by Burawoy (2014), with a qualitative approach in an exploratory research. Data collection was carried out based on institutional documents from the IFRN and semi-structured interviews with Physical Education teachers from the IFRN Campus Natal - Central who are/were with students with ASD in the years 2021, 2022 and 2023. With the data collected, the analysis of the interviews was carried out using Discursive Textual Analysis, worked by Moraes and Galiazzi (2016). Providing a theoretical basis for the reflection and analysis of the theme, a bibliographical research was carried out on Autism Spectrum Disorder, Inclusive Education (historical and legal aspects), Professional and Technological Education, omnilateral training and school Physical Education, with findings from Cavalcante, Albuquerque, (2020), Sassaki (2010), Silva, Souza e Vidal (2008), Moura (2007), Lopes Cabral, Mota e Gomes (2020), Saviani (2003), Kuenzer (1989), Coletivo de Autores (1992) The results found were the approach of Physical Education teachers to Inclusive Education, in order to seek the inclusion of students with ASD in their classes, with emphasis on the participation of these students, especially in practical classes, the involvement of the class to promote inclusion and teacher training as an important resource for inclusive teaching to take place. Teachers have diverse methodologies, so that there is variety in pedagogical practices, allowing inclusion through diversity.