Reflexões sobre a inclusão de uma aluna com síndrome de Down nas aulas de Educacão Física

Abstract

The objective of this study was to analyze the context of inclusion in Physical Education of the 1st year of elementary school in a municipal school from Campo Bom/RS. The methodology used for the preparation of this research was a qualitative approach, based on research criteria established and used as instruments for data collection semi-structured interview and the field diary, in which are recorded all the information collected in the period observation of physical education classes. Collaborated on the study the teacher of Physical Education and the teacher of the Care Specialized Education room. The survey was conducted in an elementary school from Campo Bom and the group observed, formed by students of the 1st year. The analysis of the collected data was from two perspectives: special education and inclusive education and inclusive process in Physical Education. Based on the obtained results, it is clear that despite the developments observed in the course of history, there is need to establish more clearly the objectives of inclusion in school so, in fact, inclusive process to take place and students with special educational needs receive adequate attention to your needs and that physical education could be an equal space in which the constant and adequate stimulation provide the full development of the child, aiming, among others, their autonomy and self-confidence. It was concluded, therefore, that the adaptation, although necessary in some situations, was not necessary in this situation in particular, understanding that the student with Down Syndrome (DS) was perfectly capable of meeting the requests of Physical Education teacher and follow the rest of the group in carrying out the activities and the school still needs to conduct more clearly its objectives in relation to the inclusion of their students. Teachers should be better prepared to meet inclusion situations in school and Physical Education should further explore its objectives, to create opportunities more often situations of equality in that the difference be understood as an element and part of learning.