Professor de educação física e aluno com necessidades educacionais especiais: as formas e as estratégias de comunicação utilizadas nas aulas

Abstract

This study aimed to analyze the ways and strategies of communication used by the Physical Education teacher with students who present Special Educational Necessities (SEN), as well as the student who do not present those needs included in regular classes of teaching. The population was composed of students enrolled in regular classes of Elementary School, having SEN student included in Public State Schools classes in Santa Maria/RS. To identify the ways and strategies of communication applied by the teacher in the Physical Education classes and the ways and strategies used by her with the student with Down’s Syndrome were the recording of five (05) Physical Education classes, where a form for analysis of each class was created and one interview with the Physical Education teacher of the group was accomplished. The following results have been observed: the teacher used both forms of communication (verbal and non-verbal communication) during the classes, bringing out the verbal way. The teacher did not modify his attitudes towards the included student and communicated equally as she did with the other students. During the explanation of activities the teacher used the verbal communication form as “starting point”. The teacher changed the communicative strategies in all classes, demonstrating a process with little routine features, presenting a character of unpredictability. Therefore, it is concluded that there is no rule for the communication between teacher and student with SEN and that the ways and strategies of communication used by the Physical Education teacher in classes must be adequate to the group’s characteristics and to the students’ individualities.